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-•-J l THE IGNITED S rATP:S \. 



POPULATION, 



AND ITS 

NEIGHBORS IN NORTH AMERICA. 



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CENTRAL AMERICAX STATES 

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C E A jY 



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/ 



COLONIAL COSTUME 




EARLY PURITAN COSTUME 

A DIGNITARY IN THE IS''" CENT. 

A GENTLEMAN • • . 

A MERCHANT - . . - 



A GOVERNOR IN THE l/T? CENT 
AN OFFICER IN THE REVOLUTION. 
A GENTLEMAN ABOUT THE TIME 
OF THE REVOLUTION. 



A PURITAN DIVINE. 

A GENTLEMAN ABOUT THETIME 

OF THE REVOLUTION. 
A COLONIAL GOVERNOR INTHE I6'"CENT. 



A HISTORY OF r^ 



THE UNITED STATES 



AND ITS PEOPLE 



FOR THE USE OF SCHOOLS 



BY 
EDWARD EGGLESTON 




NEW YORK •:• CINCINNATI •:• CHICAGO 
AMERICAN BOOK COMPANY 



.1 



COP^ RIGHT, 1888, 

By D. APPLETON AND COMPANY. 



EGJI.ES. SCH. HIST. 



em 

Cdson L. Whitney 
DEC 8- 1938 



pr(ntc& bB 

S). Hpplcton &. Company 

■new iJorl?, •U. s; H. 



\ 



PREFACE. 



One of our American humorists has said that it is better not The first re- 
to know so much than to know so many things that are not true, 'i"""^"'^"*- 
Errors accepted in childhood become articles of faith, and are 
not easily got rid of. The absence from this book of certain 
well-worn fables, which have served more than one generation 
of American school-children for historic facts, will be regretted, 
perhaps, on sentimental grounds. It does not seem worth while, 
however, to keep current in elementary books statements which 
every sound historical scholar rejects. No work of history ever 
yet escaped error, but I have at least tried to make this a genuine 
history, in harmony with the best historical scholarship of the 
time. Many laborious years passed in the critical study of 
original printed and manuscript authorities for the history of 
American institutions and American life have perhaps given the 
author of this book some right to speak with assurance on 
questions relating to our early history. 

Next to correctness the most important feature in a book for Lucidity and 
the young is clearness. To achieve this one must not treat more >"*^''^s*- 
subjects than can be handled with sufficient fullnei^^s for compre- 
hension. Attempts to write a little about everything are fatal to 
lucidity. The writer for the young finds all his skill taxed to be 
clear and to be interesting, and the two things lie close together. 
One of the highest benefits that a good text-book in the hands 
of a good teacher can confer is to leave the pupil with a relish 
for historical reading. 

The order in which the various topics are treated has much Arrangement 
to do both with the clearness and the interest of a history. In ° °^'"* 
the strictly chronological history the reader skips from theme to 
theme, resuming under several dates the broken thread of now 
this and now that story. The relation of cause and effect is 
almost entirely lost, and history becomes a succession of events 
with little logical connection. The understanding is benumbed, 
the attention is but feebly roused, imagination slumbers, and 



IV 



PREFACE. 



Position of 
the reviews. 



The history 
civilization. 



of 



A teaching 
book. 



memory gets small hold on occurrences that are presented like 
beads unstrung. The rigid grouping of a history by epochs is 
fatal to a truly logical arrangement. One of the most important 
of the novel features of the present history is its arrangement. 
Discoveries, settlements, Indians and Indian wars, colonial life, 
the French wars, government in colonial time and the rise of 
the Revolution, and other kindred topics, are severally grouped 
together, so that, for instance, the pupil learns about the nature 
of Indian life, the chief Indian wars, and the means of attack 
and defense used by white men and Indians in successive chap- 
ters, pursuing this general subject until it is finished. Cause 
and effect are thus clearly set before his mind, and history be- 
comes a reasonable science. 

The reviews are not placed at regular intervals, according to a 
stiff mechanical rule, but these also follow in the main the same 
rule of grouping as the chapters. When a chief topic is com- 
pleted, there is a review, whether the chapters be many or few. 

The " proper knowledge of mankind is man," and the real 
importance of history lies in the light that it throws upon 
humanity. For this reason liberal attention has been here given 
to the domestic and social life of the people, their dress, their 
food, their modes of thought and feeling, and their ways of 
making a livelihood. The succession of events in minor wars 
would only weary the attention, but the modes of attack and 
defense and the character of the arms of the various belligerents 
are essential facts in the history of man in this New World. 
And the story of the progress of civilization, as marked by the 
introduction of new inventions and by changes in modes of 
living, is of primary importance in any history written in the 
modern spirit. 

This is from first to last a school-book. No other aim has 
been in view in its preparation than that of making the best 
possible teaching book of American history. The length and 
arrangement of the chapters, the questions, topical and geo- 
graphical studies, and skeleton outlines, as well as the reviews, 
are all arranged with reference to the needs of teacher and pupil. 
An effort has here been made to apply to history in a thorough 
and practical way the great Pestalozzian principle of teaching 
through the eye. The suggestions for blackboard illustrations, 



PREFACE. 



the diagrams, fhe abounding illustrations, and the little maps 
scattered through the pages, are all part of a plan to make the 
facts of history visible, and by that means to render the study 
easily comprehensible and therefore delightful. 

Instead of a few large maps in various colors and confused The maps, 
with many names, among which the pupil must grope painfully 
for the places that pertain to the events under consideration, 
there are in this history more maps than chapters, and every one 
of the smaller maps is arranged to bear upon one fact, or at 
most upon two or three in close relation. Only so many names 
are put upon each map as are necessary to make clear the event 
under consideration. Not only is the pupil saved from much 
needless toil by this plan, but maps thus arranged serve the dou- 
ble purpose of elucidating the narrative and impressing it on the 
memory at the same time, by giving it form to the eye. EacS 
little map becomes a local diagram of some historical fact, and 
the form of the map will remain in the memory inseparably asso- 
ciated with the event to which it belongs — a geographical body to 
an historical soul. Educational writers have said much about the 
importance of teaching geography and history together. There 
is not, perhaps, any better device for teaching the two branches 
in unison than these simple and perspicuous maps, each imme- 
diately associated on the page with the single event to which it 
pertains. 

Though the illustrations are by some of the best artists and The illustration 
engravers of the time, and are many of them of high artistic 
merit, and though they are far more abundant than is usual in 
books of this kind, there has been no thought of making this a 
mere picture-book. The illustrations are part and parcel of the 
teaching apparatus ; their primary use, like that of the maps, dia- 
grams, and blackboard exercises, is to make the history visible. A 
very considerable body of historical knowledge of the most im- 
portant kind might be acquired from these cuts alone. Illustra- 
tions of costumes, manners, implements, arms, jewels, vehicles, 
and inventions are valuable in proportion to their truthfulness. 
Those here given have been made under the author's personal 
supervision, and they have cost quite as much labor and study 
as the text itself. Many are founded on rare prints, others are 
from ancient original drawings not before printed, and a few 



VI 



PREFACE. 



The study of the 
Constitution. 



Treatment of 
controverted 
points. 



Marginal titles. 



have been carefully drawn from descriptions of contemporary 
writers. The device of placing many of the smaller cuts in the 
margin serves to make the page more pleasing to the eye, while 
it has rendered it possible to illustrate abundantly without unduly 
increasing the size and cost of the book. The author can not 
forbear expressing his appreciation of the liberality with which 
the publishers have availed themselves of so many of the re- 
sources of the modern art of illustration to enhance the value of 
this history. The illustrations have been made under the artistic 
supervision of Mr. John A. Fraser. 

It has generally been thought sufficient to print the Con- 
stitution as an appendix to a book of this class. I have, how- 
ever, deemed it better to give in the body of the boo*k an 
account of the various departments of the government, their 
Origin, and their operation under the Constitution, from which 
the pupil will get more, perhaps, than from reading the Con- 
stitution itself. The laws of some of the States require the 
insertion of the Constitution in every school history used. 
That instrument is given in the Appendix, and I have attached 
side-titles to its various sections, and have sought further to 
elucidate its provisions by notes appended to difficult passages. 
It is not easy for a young person to master such a document 
without help. 

One of the main difficulties the writer of a school history has 
to meet is in the treatment of recent history, many particulars of 
which are still matters for difference of opinion. Real historic 
judgment on these things must be deferred to a generation that 
had no part in them. Manifestly a school-book, since it is fre- 
quently prescribed by public authority, should be free from par- 
tisanship. I have tried, however, to state admitted facts frankly, 
without offensive terms or a premature judgment on disputed 
points. 

By omitting the numbers usually placed at the beginning of 
paragraphs, the book has been relieved of stiffness ; by printing 
the subject of each paragraph in the margin, a means of refer- 
ence far more convenient is provided. This feature is part of the 
general design of the book, which aims to keep before the minds 
of teacher and pupils the salient features of the topic under dis- 
cussion^ and thus to discourage mere menioriter study. E. E. 



SUGGESTIONS REGARDING THE USE OF 
THE BOOK. 



Questions for Study follow each chapter. These are intended, in the Questions for 
first place, to guide the pupil in mastering his lesson, to make him test s*"<iy- 
his understanding of the subject by analyzing and reasoning about his 
facts, and by associating them with related facts. The teacher will also 
find these questions helpful to him in preparing and hearing a recitation. 

The Study by Topics which follows the questions is meant chiefly to Study by topic 
aid the teacher in conducting a recitation, or, at least, a review of a recita- 
tion. The topical method of recitation develops the pupil's power of 
grasping and holding each branch of a subject in its entirety. But it can 
not be used to the exclusion of the use of questions and answers without 
danger of its degenerating, on the one hand, into an inadequate statement, 
or, on the other, into a mere repetition of the words of the text-book. 

Some teachers will use now one and now the other method, testing Questions and 
the pupil's understanding of the subject at one recitation by questions, topics, 
at the next developing his power of synthesis and his mastery of language 
by giving him a division of the subject to be stated in his own way and 
with his own words, and then, when he has completed his statement, 
pointing out his omissions or misapprehensions. 

Other teachers will prefer to combine the two plans in the same recita- 
tion. This may be done — i. By a thorough examination of the subject 
by questions, followed by a topical review of the whole chapter, each 
division of the subject being assigned to a pupil in his turn. 2. Another 
mode of combining the two is by following the recitation of each topic l.y 
questions meant to bring out from the class points forgotten or obscured 
in the pupil's account of that branch of the subject. No recitation can 
fully accomplish its purpose without the use of questions at some stage. 

The Skeleton Summary appended to many of the chapters will sug- Skeleton sum- 
gest its proper use. It may be copied on papers or on slates and filled "Marv- 
in by each pupil, or the teacher may have it written on the blackboard 
and then have the blanks filled by suggestions from the class. 

The geographical facts connected with each event should be brought Geographical 
out distinctly. When larger or fuller maps than those in this book are study, 
needed, the atlas or the school wall-map can be easily referred to. The 
small maps accompanying the text may be sketched on the blackboard, 
as further described, or they may be used from the page. 



Vlll 



SUGGESTIONS REGARDING THE USE OF THE BOOK. 



tiackboard. 



'he school his- 
ory as a class 
eading-book. 



ichool compo- 
itions. 



In general, the blackboard should be used wherever possible. In 
particular : 

1. The Study by Topics may be written on the blackboard with 
advantage in almost every recitation. The subject under consideration 
is thus displayed in a natural order. This may be done before the recita- 
tion begins, or each topic may be added as the recitation proceeds, thus 
constructing a visible table of the subject before the eyes of the class. 

2. When diagrams are given in the book, they may be put on the 
board, to give a visible illustration to some proportion of size or number. 

3. Word-diagrams are often useful. See, for example, pages 13 and 
121. In these the location of the words or phrases helps the mind to 
group and the memory to hold important facts. 

4. It is an excellent plan to sketch the small map on the blackboard. 
This should not be done elaborately or with too much attention to detail. 
The most useful maps of all are mere diagrams of location sketched by a 
pupil rudely but readily, as he might do in explaining a fact in conversation. 

The cuts, especially those "illustrating life and manners, are a part of 
the history, and the teacher should, by remark or question, draw attention 
to the facts illustrated by them. 

The Reviews which close each group of chapters may be treated as 
a briefer topical recitation, developing rapidly the salient points of the 
chapters reviewed. The review may also be put upon the blackboard, in 
sections, if not as a whole. 

In the prevailing movement to lighten the labors of the pupil in 
school, history is sometimes taught by using the text-book for a reader. 
In such cases, there should be a line of comment or question maintained 
by the teacher sufficient to make sure that the chapter read is fully 
understood, and sufficient to impress what has been read on the mem- 
ory. By writing the Study by Topics on the blackboard, a habit of 
thoughtful reading will be promoted. The abundant illustrations of cus- 
toms and the little special maps in this book will prove of the greatest 
advantage to teachers using this as a reading-book. 

Topics for school composition are now and then suggested from the 
subjects treated in the current chapter. There is a double advantage in 
these : The puzzled pupil is helped to a topic for writing, while the best 
results of historical study are secured by giving him occasion to exercise 
his thoughts upon the subjects studied. The teacher will easily sug- 
gest other topics ; particularly may the pupil write upon the several actors 
in our history in those schools where access can be had to works of biog- 
raphy or books of reference. 



CONTENTS. 



I.— 
II 
III 

IV.— 
V. 
VI. 

VII.— 

VIII.— 

IX.- 

X.- 

XI.- 

XII.- 

XIII.- 

XIV.- 

XV.- 

XVI.- 

XVII.- 

XVIII.- 

XIX.- 

XX.- 

XXI.- 

XXII.- 

XXIII.- 

XXIV.- 

XXV.- 

XXVI.- 

XXVII.- 

XXVIII.- 

XXIX.— 

XXX.- 
XXXI. 



How Columbus discovered America 

Other Discoveries in America 

Sir Walter Ralegh tries to settle a Colony in America 

How Jamestown was Settled ..... 

The Starving Time, and what followed . 

The Great Charter of Virginia, and the First Massacre by 
the Indians ...... 

The Coming of the Pilgrims .... 

The Coming of the Puritans .... 

The Coming of the Dutch ... 

The Settlement of Maryland and the Carolinas 

The Coming of the Quakers and Others to the Jerseys 
and Pennsylvania . . . . ' . 

■The Settlement of Georgia, and the Coming of the Ger 
mans, Irish, and French . 

How the Indians Lived 

Early Indian Wars . 

Traits of War with the Indians 

Life in the Colonial Time . 

Farming and Shipping in the Colonies 

Bond-Servants and Slaves in the Colonies 

Laws and Usages in the Colonies .... 

The Spanish in Florida and the French in Canada . 

Colonial Wars with France and Spain 

•Braddock's Defeat and the Expulsion of the Acadians 

Fall of Canada ........ 

Characteristics of the Colonial Wars with the French 

How the Colonies were Governed .... 

Early Struggles for Liberty in the Colonies 

The Causes of the Revolution ..... 

The Outbreak of the Revolution and Declaration of Inde- 
pendence .... 

The Battle of Trenton and the Capture of Burgoyne's 
Army 

The Dark Period of the Revolution . 

-The Closing Years of the Revolution 



PAGE 
t 

7 
13 
19 

24 

29 

34 
39 
45 
50 

57 

62 

71 

79 

85 

91 

98 

104 

109 

116 

1 22 

128 

135 

142 

151 
156 
161 



175 
181 
186 



X CONTENTS. 

CHAPTER PAGE 

XXXII. — Traits and Incidents of the Revolutionary War . . 192 

XXXIII. — The Adoption of the Constitution 197 

XXXIV. — The New Republic and its People 203 

XXXV. — Home and Society in Washington's Time . . . 209 
XXXVI. — Washington's Presidency, from 1789 to 1797 . -213 

XXXVII. — Troubles with England and France. — Presidency of 

John Adams ..... 
XXXVIII.— Election of Jefferson.— War with Tripoli 
XXXIX.— The Settlement of the Great Valley 

XL. — Beginning of the Second War with England 
XLI.— The Navy in the War of 18 1 2 
XLII.— The Army in the War of 1812 
XLIII. — Expansion of the Union . 
XLIV. — From Monroe to Van Buren. — Rise of Whigs and 

Democrats 

XLV. — The Steamboat, the Railroad, and the Telegraph . 
XLVI. — Annexation of Texas. — Beginning of the Mexican War 
XLVII. — The Close of the Mexican War, and the Annexation o 

New Territory 

XLVIII. — The Question of Slavery in Politics 
XLIX. — Break-up of Old Parties. — Approach of the Civil War 
L. — How the Great Civil War began .... 

LI. — Confederate Victory at Bull Run. — The First W'estern 
Campaign ....... 

LII. — The War at the East. — From Bull Run to Gettysburg 
LIII. — Various Operations in 1862 and 1863 . 
LIV. — The Campaign between Nashville and Atlanta 
LV. — From the Wilderness to Petersburg. — The War in the 

Valley 

LVI.— Close of the Civil War 

LVII.— Traits and Results of the War. — Death of Lincoln 
LVIII. — Political Events since the Civil War 
LIX. — Later Developments of the Country 
LX. — Population, Wealth, and Modes of Living 
LXI. — Literature and Art in the United States . 
Constitution of the United States . 




\Hnm\\BBVWil{9FlllV <{|| FHMiP!iim''TB;Va«^^ 




.liitiiii.: jin'.iKimiimaH'i'ii . ulJ 




CHAPTER I. 
How Columbus discovered America. 



It is now about four hundred years since Columbus Trade with india 

in the time of Co- 

discovered America. Before that time people in Europe lumbus. 

knew nothing of any lands on the western side of the 

Atlantic. Trade with India was carried on by caravans, 

and travelers who had gone to China and Japan brought 

back wonderful stories of the riches of their cities, and of 

the curious people who lived in those far-away countries. 

In order to reach these lands of wonder and to open a 

trade with India by sea, the Portuguese had been for a 

long time pushing their discoveries down the western 

coast of Africa. But the seamen of that time sailed 

mostly in the Mediterranean, and they were timid in the 

Atlantic Ocean. The Portuguese sent out expedition 

after expedition, for seventy years, before they succeeded a sailor of that time.. 

in discovering the Cape of Good Hope, and they had not 

yet got around that cape when Columbus offered to find 

a new and shorter way to India. 

As learned men already believed the world to be coiumbus pro- 

T 1 • J poses a new way 

round, Columbus asked : ^ Why try to get to India and to india. 




China by going around 



PROW OF 
ANCIENT _, 
WAR-SHIP, 




Africa? Why not 



HOW COI.UMCUS DISCOVERED AMERICA. 




COLUMBUS. 



sail straight to the west 
around the world to Asia ? 
He did not know that 
America was in the way, 
and he thought that the 
world was smaller than it 
is, and he believed that 
he could reach the rich 
lands of gold and spices in 
Asia by sailing only two 
or three thousand miles to 
the westward. So that Co- 
lumbus discovered America 
mistakes. 

He first offered to make this discovery for the city 
of Genoa, in which he was born. Then he offered his 
^^^plan to the King of Portugal. But a voyage on the 

great Atlantic Ocean seemed a dreadful thing in 
;£v/^ those days. It was called the " Sea of Darkness," be- 

^|!,\s cause no one knew anything about it, and people 

STERN OF 

ANCIENT 

WAR-SHIP. 



Christopher Columbus was bom in 
Genoa, in Italy. The date of his birth 
is uncertain. His father was a humble 
wool-comber, but Columbus received a 
fair education. He knew Latin, wrote 
a good hand, and drew maps exceedingly 
well. He sometimes supported himself 
by making maps and charts. He was 
well informed in geography as it was 
then understood. At fourteen he went 
to sea, and before he sailed on his great 
voyage he had been almost all over the 
known world. He had gone some dis- 
tance down the newly discovered coast 
of Africa, with the Portuguese, and north 
as far as Iceland. Columbus married 
the daughter of a Portuguese navigator, 
and came into possession of his charts. 
He was a man of great perseverance, and 
he held to his idea of sailing to the west 
through many long years of discourage- 
ment. He made four voyages to Amer- 
ica, setting out on the first in 1492, the 
second in 1493, the third in 1498, and 
the fourth in 1502. Though a great 
navigator, he was not a wise governor of 
the colonies he planted, and he had many 
enemies. In 1500 he was cruelly sent 
home to Spain in chains. But Ferdinand 
and Isabella, as well as the people, were 
shocked at this degradation, and he was 
at once set free. His last voyage was 
unfortunate, and when he returned to 
Spain, in November, 1504, the monarchs 
paid little attention to him. Queen Isa- 
bella died soon after his return, while 
Columbus lay sick, and wnen the great 
navigator came to court the king was deaf 
to his petitions. Worn out with fatigue, 
exposure, and anxiety, the great admiral 
died on the 20th of May, 1506. 



in consequence of two 




HOW COLUMBUS DISCOVERED AMERICA. O 

believed that it was inhabited by hideous monsters. 
As the world was round, some thought that, if a ship 
sailed dozvn the sides of it, it would find it impossible 
to get back up again. They said that people could not 
live on the other side of the world because they would 
be upside down. 

The King of Portugal was an enlightened man, a ship sent out 

secretly. 

and the ideas of Columbus made an impression on him 
after a while. But he did not like to grant the great re- 
wards demanded by the navigator if he should find land; 
so he secretly sent out a ship under another commander 
to sail to the westward and see if there was any land 
there. The sailors on this ship were easily discouraged, 
and they returned laughing at 

Columbus jf Wk mil^^ ^^^ ^^^ notions. 

When In^^lk I'^^n^ Columbus found that coiumbus goes 
he had jB^^PHfeT 'J m^Ej^ ^^^" cheated, he left 
Portugal 5Rm^^^ ^, ^>^^'Wm; to offer his idea to the 
King and » ^i ^ V'^ ^ - Queen of Spain, t 

celebrated Ferdinand and Isabella. The Spanish mon- ' 

archs we're very busy in their war with the Moors, and 
Columbus, who was poor and obscure, spent about seven 
years in trying to persuade them 1'^ furnish him ships 
and sailors. At length, after he and waited so long, they 
.ciused his terms, and he set out for France, but certain 
(.-fiRccvi, of Queen Isabella, who believed in Columbus's 
theory, persuaded her to call him back and to send him 
on his own terms. 

Columbus sailed from Spain, with three small ves- His departure on 

his great voyage, 

sels, on the 3d of August, 1492, and was more than two and his discovery 
months on the voyage. The sailors were more and more 
frightened as they found themselves going farther and 



HOW COLUMBUS DISCOVERED AMERICA. 



farther out of the known 
world. They sometimes 
threatened to pitch Co- 
lumbus overboard and 
return. He kept their 
courage up by every 
means he could think 
ll of, even by conceal- 

TH£ PABT OF THE WORLU KNOWN WHEN COLUMBUS SAILED IS IN WHITE. iuST frOm thCm hOW far 

they had come. One night Columbus saw a light, 
and at two o'clock the next morning, which was the 
I2th of October, 1492, a sailor on one of the vessels 
raided the cry " Land ! " There was the wildest joy 
on the ships. Those who had hated Columbus, and 
wished to kill him, now reverenced him. 
Instead of finding: the 




What he had 
found. 



His return to 
Spain, 



rich cities of Asia, Columbus 
had come upon one of the 
smallest of the West India 
islands, which was inhabit- 
ed by people entirely naked, 
and living in the rudest 
manner. He afterward dis- 
covered larger islands, and 
then sailed homeward. 

He carried with him 
some gold and some of the 
inhabitants of the islands. 
He was received by Ferdi- 
nand and Isabella with the 
greatest honor. The}' even 
made him sit down in their 



Discoveries before Columbus. — 
There is some reason to believe that 
America may have been visited from Eu- 
rope before the time of Columbus. The 
inhabitants of Scandinavia (the country 
now divided into Denmark, Sweden, and 
Norway) were known as Norsemen. In 
the old romantic tales of Scandinavia 
there are stories which go to show that 
these Norsemen, under the command of 
I.eif. the son of Eric, in the year looi, 
and afterw<»nl, probably explored the 
coast of America fro.r Labrador south- 
ward for some distance. Fanciful theo- 
ries have been built on these stories, 
such as the notion that the old stoiip 
windmill at Newport, R. I., is a tower 
built by the Norsemen. There is also 
a tradition in Wales that one Madoc, 
a Welsh prince, in the year 1170, discov- 
ered land to the west of Ireland, and took 
a colony thither, which was never heard 
of afterward. If these stories of Leif and 
Madoc represent real voyages, the discov- 
eries which they relate would probably 
never have been recalled to memory if 
Columbus had not opened a wide door at 
the right moment. 



HOW COLUMBUS DISCOVERED AMERICA. 



5 



presence, a favor never shown except to the greatest 
grandees. The people who had believed him a fool 
when he went away, followed him with cheers as he 
walked along the street. 

Columbus, in his second voyage to America, planted ^^^^^ voyages 

■^ ° ^ of Columbus. 

a colony on the island of Hispaniola, or Hayti. In this 
and in two other voyages he discovered other islands 
and a portion of the coast of South America, which he 
first saw in 1498. He never knew that he had found a 
new world, but lived and died in the belief that the largfe 
island of Cuba was a part of the mainland of Asia. 



Who discovered America ? How long is it since Columbus discov- Questions foi- 
ered America? What did people in Europe know about America 400 study, 
years ago ? What did they know about the roundness of the world ? 
How was the trade with Asia carried on ? What stories were told in 
Europe at this time by travelers .'' How did the Portuguese try to get 
to India at this time.-* Had they reached India by sea when Columbus 
sailed to America ? How many years had they spent exploring the coast 
of Africa before they got to the Cape of Good Hope ? Where is the 
Cape of Good Hope ? What shorter route to India from Europe has 
been made in our time.'' [Ans. The canal through the Isthmus of 
Suez.] How did Columbus propose to get to India.? In this plan there 
were two mistakes : what were they ? What is in the way between Spain 
and Asia if one sails straight to the west .'' How far did Columbus think 
it ? Is it much farther .'' To whom did Columbus first make his 

offer.? To what king did he next offer his plan ? What was the Atlantic 
Ocean sometimes called in that day? What kind of creatures were 
thought to live in it ? What foolish notion of up-hill and down-hill did 
men get from the roundness of the earth ? What did the King of 

Portugal do to find out whether Columbus's notion was correct or not? 
Was this fair to Columbus ? How far did this ship sail ? What 

did Columbus do when he found that he had been cheated ? (How near 
is Portugal to Spain ?) What were the names of the King and Queen of 
Spain at this time ? In what war were they engaged ? How long did 
Columbus have to wait in order to persuade them to let him have ships? 
To what king was he going when Isabella called him back ? In 

what year did Columbus start on his voyage ? On what day of what 
month did he sail? Leaving on the 3d of August, 1492, he was how 
2 



O HOW COLUMBUS DISCOVERED AMERICA. 

long on the voyage ? How did the sailors feel as they sailed farther and 
farther into the unknown "Sea of Darkness"? What threats did they 
make against Columbus ? How did he deal with them ? What day of 
October was it on which Columbus first saw land on this side of the 
ocean? The 12th of October in what year? How long ago is that? 
[Subtract 1492 from the present year.] Had Columbus found Asia 

and its rich cities? What had he found? What was the appearance of 
the people? How did they live ? What did he discover afterward ? 

What did he take home with him ? How was he received by the 
king and queen ? How by the people ? Where did he plant his 

first colony? Did he ever know that he had found a new continent? 
What did he think about Cuba? 



Skeleton sum- 
mary. 



Study by topics. Tell about — 

1. Columbus in Portugal. 

2. Columbus in Spain. 

3. Columbus on his voyage. 

4. Columbus after his return from the first voyage.' 

a. Mention three false notions which made men oppose Columbus. 

1. That it would be sailing up-hill coming back. 

2. That there were monsters in the unknown seas. 

3. That nobody could live on the other side of the world. 

h. Tell what you know of two mistaken notions held by Columbus 
that promoted his voyage. 

{Fill tip the blanks.) — Columbus discovered America about years 

ago. He wished to reach by sailing to the . He offered to 

make this discovery for the King of — — , who secretly sent out a ship to 
find out the truth of Columbus's idea. When Columbus saw that he was 

cheated, he went to to lay his plans before the king and queen, 

whose names were and . He waited in Spain nearly -=5 — years. 

He sailed from Spain in August, -, and discovered land in the month 

of . He first saw the continent of — '■ in 1498. But he died 

supposing that the island of Cuba was part of the continent of . 

Voluntary work. The pupil may find out what he can of the life of Columbus. 

Composition. A subject for composition may be had by the scholar's supposing him- 

self to have just returned with Columbus from his first voyage. Let him 
write a letter to a supposed friend in England telling him all he can of 
Columbus, of the ships, of the voyage, of the Indians, and of their recep- 
tion by the king and queen. 

To teachers. The " Study by Topics" may always be written on the blackboard with advan- 

tage, especially where there is no oilier blackboard exercise. 



HOW COLUMBUS DISCOVERED AMERICA. 



" Life of Columbus," by Washington Irving. The latest conclusions of the 
learned about Columbus and his discoveries, in Winsor's " Narrative and Critical 
History of Amer- 
ica," vol. ii. For 
the events of the 
time, Prescott's 
" Ferdinand and 
Isabella." For a 
history of the 
Portuguese dis- 
coveries and the 
Spanish colonies, 
Helps's " Span- 
ish Conquest of 

THIS MAP SHOWS HOW COLUMBUS FOUND AMERICA IN TRYING TO GET TO ASIA. 
IT ALSO SHOWS THE VOYAGES OF DA GAMA AND MAGELLAN, AS TOLD IN CHAPTER IL 



Books for refer- 
ence and reading. 




CHAPTER II. 
Other Discoveries in America. 



A PART of the glory of Columbus's great discovery Nammg of 
was taken away from him by accident. An Italian, '"^""• 
Amerigo Vespucci [am-a-ree'-go ves-poot'-chee], whose 
name in Latin was written Amer'icus Vespu'cius, was 



with an expedition that 



Americus Vespucius \va;i born in 
Florence in 1451. He went into mercan- 
tile life at Florence, and afterward re- 
moved to Spain a little before Columbus 
sailed on his first voyage. Vespucius 
claimed to have made four voyages to 
the New World, the first in 1497. But it 
is now believed that this first date is not 
correct, and that Vespucius was in Spain 
during all of that year. He undoubtedly 
went to America several times, both from 
Spain and Portugal. In 1503 Vespucius 
built a fort on the coast of what is now 
Brazil ; and he left there a little colony, 
the first in that part of South America. 
Ferdinand of Spain made him pilot-major 
of his kingdom in 1508, and he died in 



discovered part of South 
America in 1499. ^ false 
claim was made, indeed, 
that Americus saw that con- 
tinent two years earlier, 
which would be before 
Columbus discovered it in 
1498. Americus Vespucius 
wrote pleasantly about the 
new lands which he had 
seen, and some German ge- 
ographers were so pleased 
with his descriptions that 




8 



OTHER DISCOVERIES IN AMERICA. 



John Cabot. 




they called the country America, in honor of Americus, 
supposing him to have first seen the continent. When 
North America came to be placed on the maps, this 
name was applied to it also. Thus, nearly half the world 
goes by the name of a man who had no claim to be 
called its discoverer. 

The voyage of Colum- 
bus was undertaken, as we 
have seen, to open a trade 
with the Spice Islands of 
Asia, and the failure to find 
these was disappointing. 
There was another great 
Italian navigator living at 
the same time as Colum- 
bus, whose name was Zuan 
Cab-ot'-o. He is called in 
English John Cab'-ot. He 
had been in the city of 
Mecca, in Arabia, and had there seen the caravans 
bringing spices from India. He inquired of the people 
of these caravans where they got their spices. They 
said that other caravans brought them to their coun- 
try, and that the people in those caravans said that 
they bought them from people who lived yet farther 
away. From all this John Cabot concluded that the 
spices so much valued in Europe must grow in the most 
easterly part of Asia, and that he could reach this part of 

Asia by sailing to the west, as Columbus had done. 
The King of England at this time was Henry VII. 

While Columbus was trying to persuade Ferdinand 

and Isabella to send him on a voyage of discov- 



John Cabot, or Zuan Caboto, as he 
was called in the Venetian dialect, was 
probably born in Genoa, but he was nat- 
uralized in Venice. He was living in 
Bristol, in England, with his wife and 
three sons, in 1495, when he laid his plans 
before Henry VII. He received a charter 
for discovery from that king in 1496, in 
which his three sons were named, and he 
sailed on his first voyage in 1497, and the 
second in 1498. It is probable that his 
son Sebastian went with him on both 
voyages. There is no account of John 
Cabot's second return, nor do we know 
any more about him after his sailing to 
America the second time. His son Se- 
bastian, who was a great geographer, and 
who lived to be very old, seems to have 
always spoken of the voyages as though 
he had made them alone, but we now 
know that it was John Cabot who dis- 
covered North America. 



OTHER DISCOVERIES IN AMERICA. 




CABOT AT MECCA. 



ery, he Columbus and 
, , Henry VII. 

had sent 
his brother, 
Bartholomew 
Columbus, to 
make a like 
offer to the 
English king. 
When Bar- 
tholomew re 
turned to Spain 

with King Henry VII's answer, Christopher Columbus . 

had already discovered the New World. 

But, though Columbus had found what he believed to cabot discovers 

1 fA'iii rii • fii North America. 

be a part oi Asia, he had not lound the region oi gold 
and spices. John Cabot, who was then living in England, 
believed that he mjght be more fortunate. He got per- 
mission from Henry VII to sail at the expense of certain 
English merchants, and in May, 1497, nearly five years 
after Columbus had started on his first voyage, Cabot 
set sail from Bristol with only one small vessel and 
eighteen persons. He discovered the Conti- 
nent of North America, which he of course 




INDIAN NEE04.E8 FOR MAKING NETS. 



lO 



OTHER DISCOVERIES IN AMERICA. 



Second voyage of 
the Cabots. 



Balboa discovers 
the Pacific Ocean. 



Magellan finds a 
way around the 
world. 




'A GREAT MAN OF THAT TIME. 



supposed to be a part of Asia. He did not meet any 
Indians, but he brought to King Henry one of their 
traps for catching game, and a needle for 
making nets. He was received with 
great honor, and he who had gone 
away a poor Venetian pilot was now 
called " the Great Admiral," and 
dressed himself in silks, after the 
manner of great men of that time. 

The next year, accompanied by 
his son Sebastian, he set sail with a 
much larger expedition, to find his 
way to Japan or China. After going 
far to the north, he sailed along what 
is now the coast of Canada and the United States as far 
to the south as North Carolina. But, as he did not find 
the riches of Asia, the English appear to have lost much 
of their interest in Western voyages. 

After both Columbus and John Cabot were dead, 
people began to suspect that the newly discovered lands 
were not part of Asia. In 15 13 Vasco Nunez de Bal- 
boa [vas'-co noon-yeth deh bal-bo'-ah] crossed the Isth- 
mus of Panama [pan-ah-mah'] and discovered the Pacific 
Ocean at the west of America, 

It now became a question of finding a way through 
or around America, so as to come to the rich trade of 
the East Indies, which the Portuguese had reached in 
1498, when Vasco da Gama [vas'-co dah gah'-mah] 
sailed there around the Cape of Good Hope. In 1520 
Magellan [ma-jel'-lan], a Portuguese in the employ of 
Spain, sailed through the straits which bear his name, 
and so into the Pacific. It was not then known that 



OTHER DISCOVERIES IN AMERICA. 



11 



Fernando da Magalhaens [mah- 
gal-yah'-ens] , as his name is written and 
pronounced in Portuguese, but who is 
known in English as Magellan, was born 
in Portugal. He served the Portuguese 
government in the East Indies, and was 
in the expedition that discovered some 
of the Spice Islands. Having received a 
slight from the Portuguese government, 
he publicly renounced his country and 
entered the service of the King of Spain. 
He sailed on his famous voyage in Sep- 
tember, 1519, with five ships. On the 
coast of South America he lost one of 
his vessels and suppressed a mutiny. In 
October, 1520, he entered the straits that 
bear his name. His men were very re- 
luctant to go on, and one ship turned 
back out of the chaanel and sailed home. 
With the three ships left he entered the 
Pacific. At the Philippine Islands he 
was killed in a battle with the natives. 
Only one of his ships, the Victoria, suc- 
ceeded in getting around the world, and 
she had but eighteen men left alive when 
she got back, and they were sick and 
almost starvincr. 




one could pass around Cape 
Horn. Magellan lost his 
life in the Philippine Isl- 
ands, but one of his small- 3 
est ships succeeded in mak- 
ing the circuit of the earth 
— the first that ever accom- 
plished that feat. 

Magellan's route was too other explorers 

. seek the North- 

long a course for trade, west Passage, 
and many other navigators 
sailed up and down the 
American coast, expect- 
ing to find some passage 
by which they could get 
through the continent to 
go to China, India, and 
Japan. They thought America very narrow, and, in- 
deed, they believed that it might prove to be cut 
through in some places by straits, if they could only 
find them. Several great English navigators tried to 
discover what they called the Northwest Passage, by 
sailing along the coast of Labrador and into the rivers 
and bays of America. 

For a long time nobody in England thought it worth colonies pro- 
posed, 
while to send colonies to North America; it was re- 
garded only as a bar to all attempts to reach Asia by the 
west. But, the colonists sent from Spain having found 
gold in great quantities in Mexico and South America, 
the English at length began to think of settling colonies 
in North America, to look for gold there also. Frobisher 
and Sir Humphrey Gilbert, in the time of Queen Eliza- 




SPANISH EXPLORER. 



12 



OTHER DISCOVERIES IN AMERICA. 



beth, proposed to settle such colonies, but it was not 
until Sir Walter Ralegh undertook it that a hopeful 



beginning was made. 




INDIAN'S TRAP. 



Questions for How did our part of the world get the name of America? Who 

^^ y- vvas Amerigo, or Americus ? Was he the discoverer of An\prica? 

Who first proposed to give the name of America to South America ? 
What was the object of Columbus's first voyage ? 
What other great Italian navigator of that time had the 
notion of finding the trade in spices by going to the west ? 
Where had John Cabot seen the caravans bringing spices ? 
What questions did he ask of the men of these caravans ? 
Where did these men say that they got their spices ? 
What opinion did Cabot form about the country where 
spices grew ? How did he propose to reach the eastern 
part of Asia? Who was King of England at this 

time? What had Columbus to do with Henry VII? When Bartholo- 
mew Columbus got back to Spain, what had happened ? What 
permission did Cabot get from Henry VII? W^ho bore the expense of 
the voyage ? How long was this after the sailing of Columbus ? How 
many men did Cabot have when he sailed from Bristol in 1497? How 
many ships? What did he discover? What did he suppose North 
America to be? What specimens of Indian work did he bring back 
with him ? How was he received ? What was he called ? How did 
he dress ? When did he go on his next expedition ? What 
part of the American coast did he see ? What seems to have made the 
English people lose most of their interest in American voyages after 
this? After Columbus and Cabot were both dead, what suspicion arose 
about the new western countries? What discovery in 15 13 rendered it 
probable that America was not a part of Asia? Who discovered the 
Pacific Ocean? In what year? What land did Balboa cross to find that 
ocean ? After the discovery of the Pacific, what new question came up 
in regard to a way of trading with the East Indies? Who first found a 
way from the Atlantic to the Pacific? In what year 
did Magellan make this discovery? By what strait 
did he pass into the Pacific? Why did he m 
around the world ? What ship first went arour 
the world ? Why was the route throucrli 
the Straits of Magellan not a good one for 
trade? How did other navigators try to 
find a way to Asia? What did they think 




CAUGHT IN AN INDIAN TRAP. 



OTHER DISCOVERIES IN AMERICA. 



13 



Study by topics 



about the width of America? Where did they try to find a north- 
west passage ? How was North America regarded by the explor- 
ers ? What effect did the gold found by the Spaniards in Mexico and 
South America have on the English? Who tried to settle colonies to 
look for gold in North America ? Who was Queen of England in those 
times ? Who made the first hopeful beginning in settling English colo- 
nies in America ? 

Tell what you can of four famous men: i. Amerigo Vespucci, or 
Americus Vespucius. 2. John Cabot. 3. Balboa. 4. Magellan. 

Tell what you can of — i. The naming of America. 2. The efforts to 
find a passage through America. 

A table showing the order of events in the two chapters. This may Blackboard illus- 
be drawn as far as possible from the answers of the scholars. Thus : tration. 

The Age of Discovery. 

1. American islands ^ r Columbus, 1492. 

2. North America 1 1 John Cabot, 1497. 



3. To India by Good Hoi)e ,. , , Vasco da Gama, 1498. 

^ discovered by ^ „ , , „ 

Columbus, 1498. 



4. South America 

5. Pacific Ocean 

6. A way around the world 

Six great discoveries in twenty-nine years 



Balboa, 1513. 
L Magellan. 1520. 



The best account of the Cabots is by Charles Deane, LL. D., in Winsor's 
" Narrative and Critical History," vol. iii. 



Books. 



CHAPTER III. 

Sir Walter Ralegh tries to settle a Colony in America. 

Sir Walter Ralegh was the first that landed a Raiegh sends an 
colony of English people in this country. Having re dition. 
ceived from Queen Elizabeth a charter which gave him 
a large territory in America, he sent out an exploring 
expedition in 1584, ninety-two years after the discovery 
by Columbus. This expedition was commanded by two 
captains, named Amidas and Barlowe. They landed on 



14 



SIR WALTKR RALEGH 



The country 
named Virginia. 



Sir 'Walter Ralegh, while yet a 
young man, fought for years on the side 
of the Huguenots in the French civil 
wars, and afterward in the war in Ire- 
land. On his return from Ireland, it is 
said that he won the Queen's favor by 
throwing his new plush cloak into a 
muddy place in the road for her to walk 
on. He fitted out ships and fought 
against the Great Armada, or fleet, of 
Spain, when that country tried to con- 
quer England. He was a great states- 
man, a great soldier, a great seaman, and 
an e.xcellent poet and historian. He is 
said to have first planted the potato in 
Ireland. King James I kept him in 
prison in the Tower for more than 
twelve years, and then released him. 
In 1618 the same king had this great 
man put to death to please the King of 
Spain. When Ralegh was about to be 
beheaded, he felt of the edge of the 
axe, and said, " It is a sharp medicine 
to cure me of all my diseases." 



the coast in that part of 

America which we now 

call North Carolina. The 

country pleased them very 

much. They wondered at 

the wild grape-vines, which 

grew to the tops of the 

highest trees, and they 

found the Indians very 

friendly. They stayed about 

six weeks in the New 

World, and, everything 

here being strange to their 

eyes, they fell into many 

mistakes in trying to de- 
scribe what they saw and heard. When they got back 

to England, they declared that the part of America they 

had seen was the paradise of 
the world. 

Ralegh was much encour- 
aged by the accounts which 
his two captains gave of the 
new country they had found. 
It was named Virginia at 
this time, in honor of Queen 
Elizabeth, who was often 
called the " Virgin Queen." 
But the name Virginia, which 
we apply to two of our states, 
was then used for nearly the 

whole eastern part of what is now the United States, 

between Maine and Georgia. 




SIR WALTER RALEGH 



TRIES TO SETTLE A COLONY IN AMERICA. 



15: 




QUEEN ELIZABETH. 



In 1585, the year after the 
return of the first expedition, 
Ralegh sent out a colony to 
remain in America. Sir Rich- 
ard Grenville, a famous sea- 
man, had command of this ex- 
pedition ; but he soon returned 
to England, leaving the colo- 
ny in charge of Ralph Lane. 
There were no women in Ralph 
Lane's company. They made their 
settlement on Roanoke Island, which lies near to the Ralegh's first 

colony. 

coast of North CaroHna, and they explored the main- 
land in many directions. They spent much time in try- 
ing to find gold, and they seem to have thought that the 
shell-beads worn by the Indians were pearls. Like all 
the others who came to America in that time, thqy were 
very desirous of finding a way to get across America, 
which they believed to be very narrow. They hoped 
to reach the Pacific Ocean, and so open a new way of 
sailing to China and the East Indies. 

The Indians by this time were tired of the white men, Lane tries to 

find the Pacific 

and anxious to be rid of them. They told Lane that the ocean. 
Roanoke River came out of a rock so near to a sea at 
the west that the water sometimes dashed from the sea 
into the river, making the water of the river salt. Lane 
believed this story, and set out with most of his men to 
find a sea at the head of the river. Long before they 
got to the head of the Roanoke, their provisions gave 
out. But Lane made a brave speech to his men, and 
they resolved to go on. Having nothing else to eat, they 
killed their two dogs, and cooked the meat with sassafras- 



lb 



SIR WALTER RALEGH 



The colony re- 
turns to England 
with Sir Francis 
Drake. 



Tobacco brought 
to England. 




SIR FRANCIS DRAKE. 



Ralegh's second 
colony. 



leaves to give it a relish. When this meat was exhausted, 
they got into their boats and ran swiftly down the river, 
having no food to eat on the way home. 
Lane got back to Roanoke Island just 
in time to keep the Indians from kill- 
ing the men he had left there. 

Sir Francis Drake came to see the 
colony on his return from an expedi- 
tion to the West Indies. He furnished 
the company on the island with a ship 
and with whatever else they needed. 
But, while he remained at Roanoke, a storm arose which 
drove to sea the ship he had given to Lane. This so 
discouraged the colonists that they returned to England. 
Ralph Lane and his companions were the first to 
carry tobacco into England. They learned from the 
Indians to smoke it in Indian fashion, by drawing the 
smoke into their mouths and puffing it out through their 
nostrils. Ralegh adopted the practice, and many distin- 
guished men and women followed his example. Some 
of the first tobacco-pipes in England 
were made by using a walnut-shell for 
the bowl of the pipe and a straw for 
the stem. It is related that, when 
Ralegfh's servant first saw his mas- 
ter with the smoke coming from his 
nose, he thought him to be on fire, 
and poured a pitcher of ale, which 
he was fetching, over Sir Walter's head, to put 
the fire out. 

Ralegh set to work, with the help of others, to send 
out another colony. This time he sent women and chil- 




TRIES TO SETTLE A COLONY IN AMERICA. 



17 



dren, as well as men, intending to make a permanent 
settlement. The governor of this company was John 
White, an artist. Soon after White's company had set- 
tled themselves on Roanoke Island, an English child was 
born. This little girl, being the first Enghsh child born 
in Virginia, was named Virginia Dare. 

John White, the governor of the colony, who was Raiegh-s second 

■TT- ••-i-vt iri 11 T-iir colony disap- 

Virgima Dare s grandfather, went back to England lor pears, 
supplies. He was detained by the war with Spain, and, 
when he got back to Roanoke Island, the colony had dis- 
appeared. Ralegh had spent so much money already that 
he was forced to give up the attempt to plant a colony in 
America. But he sent several times to seek for the lost 
people of his second colony, without finding them. Twen- 
ty years after John White left them, it was said that seven 
of them were still alive among the Indians of North 
Carolina. 



(NDIAN PIPE 

DECORATED 

WITH FEATHERS. 




PIPE MADE OF THE 

SHELL OF THE 
ENGLISH WALNUT. 



Who gave Ralegh a charter ? Of what country was Elizabeth Questions for 
queen? What did Queen Elizabeth grant to Ralegh in this charter? study. 
In what year did he send out an exploring expedition ? There were 
two captains in this expedition; what were their names? In what 
part of America did they land ? How long did they stay in America ? 
What did they think of the country ? When the two captains 

got back, the country they had explored in America was named what ? 
How large was Virginia at that time? Why was it called Virginia? 

In what year did Sir Walter Ralegh send out his first colony .> 
Who was left in charge of it ? On what island was it settled ? What 



i8 



SIR WALTER RALEGH. 



Study by topics. 



Skeleton sum- 
mary. 



Qeography. 



Blackboard illus- 
tration. 



Books. 




was Ralph Lane looking for when he went up the Roanoke River ? 
What did his men eat when out of food .'' Who came to see the 
colony the next year .'' What put the men on Roanoke Island into 
the notion of going back to England .'' What did Lane and his 

men learn from the Indians ? What plant did they first take into 
England .'' What kind of pipes were sometimes used ? What story is 
told of Ralegh's smoking ? Who was Governor of Ralegh's last 

colony ? Why did John White go back to 
England .'' What delayed him there .'' What 
was the fate of his colony ? 

Three expeditions are mentioned : 

1. Under Amidas and Barlowe, 1584. 

2. Under Grenville and Lane, 1585. 

3. Under John White, 1587. 
Tell what you know of each of these. 
Also, tell what you can about — 

1. Sir Walter Ralegh. 

2. The naming of Virginia. 

3. The first use of tobacco in England. 

( JVri'/e this out or read it, and fill up the blanks.) — Having re- 
ceived a charter from Queen , Ralegh sent an exploring expedition 

under and to that part of America which we call . On 

their return the new land was named , in honor of . In the 

year Ralegh sent out his first colony, under the command of Sir 

Richard and Ralph . This colony was taken back to Eng- 
land by Sir Francis . It remained in America . In 1587 

Ralegh sent another colony, under John . The Governor went 

back for supplies ; when he came again to America, the colony had 
. Both of Ralegh's colonies were settled on Island. 

Have each pupil, on a large sheet of paper, make an outline map of the coast of 
North Carolina and Virginia. On this, mark the place of Ralegh's colonies on Roa- 
noke Island, with the date (1585) of the first colony. Note distinctly on this map the 
Roanoke River. Preserve the map for use in studying the next chapter. If thought 
best, the pupil may make an outline map of the whole coast of the United States for 
use in all the chapters relating to colonization. Tliis map should be made on a piece 
of Manila paper not less than eighteen inches or two feet square. 

We can hardly suppose Lane to have passed over more than about one twenty- 
fifth of the distance from the Atlantic to the Pacific. Draw a horizontal line say 
twenty-five inches long. Then mark one inch from the left of the line to show how 
small a proportion of the way the explorers had traveled. The outline map described 
above may be drawn on the blackboard for the whole class. 

Edwards's " Life of Ralegh,'" or Gosse's " Life of Raleigh." (Note. — The name is 
spelled in various ways by different writers. We have followed Rcilegh's own spelling.) 



HOW JAMESTOWN WAS SETTLED. 



19 




CHAPTER IV. 
How Jamestown was Settled. 

After the total disappearance of 
Ralegh's second colony, many years 
passed before another attempt was 
made. In 1602 Bartholomew Gosnold 
tried to plant a colony on the Island of 
Cuttyhunk, in Buzzard's Bay. If this had 
succeeded, New England would have been 
first settled, but the men that were to stay 
went back in the ship that brought them. 
In 1603 Queen Elizabeth died, and her cousin, 
Tames VI, King of Scotland, came to the throne of The Virginia 

•^ ' o Company, 

England as James I. In 1606, while Ralegh was shut 
up in the Tower of London, a company of merchants 
and others undertook to send a new colony to Amer- 
ica. Some of the men who had been Ralegh's part- 
ners in his last colony were members of this new " Vir- 
ginia Company. " 

It was in the stormy December of 1606 that the little Departure of 

the colony. 

colony set out. There were, of course, no steamships 
then ; and the vessels they had were clumsy, small, and 
slow. The largest of the three ships that carried out 
the handful of people which began the settlement of the 
United States was named " Susan Constant." She was 
of a hundred tons burden. Not many ships so small 
cross the ocean to-day. But the " God-speed " which 
went along with her was not half so big, and the smallest 
of the three was a little pinnace of only twenty tons, 
called " Discovery." 




A MERCHANT OF THE 
VIRGINIA COMPANY. 



20 



HOW JAMESTOWN WAS SETTLED. 



The voyage, 
and the arrival 
in Virginia. 



flESENT APPEARANCE 
OF JAMESTOWN. 



Settlement at 
Jamestown. 
Misery of the 
colonists. 



On account of storms, these feeble ships were not able 
to get out of sight of the English coast for six weeks. 
People in that time were afraid to sail straight across the 
unknown Atlantic Ocean ; they went away south by the 
Canary Islands and the West Indies, and so made the 
distance twice as great as it ought to have been. It took 

the new colony about four 
months to get from Lon- 
don to Virginia. They 
intended to land on Ro- 
anoke Island, where Ra 
legh's unfortunate colo- 
nies had been settled, but 
a storm drove them into 
a large river, which they 
called "James River," in 
honor of the king. They 
arrived in Virginia in the 
month of April, when the 
banks of the river were 
'^7 covered with flowers. Great 
% white dog-wood blossoms and mass- 

^''W',y,'^.v^_^ es of bright-colored red-bud were in 

"•^ ■'■ '' bloom all along the James River. The 
new-comers said that heaven and earth had agreed to- 
gether to make this a country to live in. 

After sailing up and down the river they selected a 
place to live upon, which they called Jamestown. They 
had now pretty well eaten up their supply of food, and 
they had been so slow in settling themselves that it was 
too late to plant even if they had cleared ground. One 
small ladleful of pottage made of worm-eaten barley or 




HOW JAMESTOWN WAS SETTLED. 



21 




wheat was all that was 
given to a man for a 
meal. The settlers were 
attacked by the Indians, 
who wounded seventeen 
men and killed one boy 
in the fight. Each man in James- 
town had to take his turn every 
third night in watching against 
the Indians, lying on the cold, 
bare ground all night. The only 
water to drink was that from the 

river, which was bad. The people were soon nearly all 
of them sick ; there were not five able-bodied men to 
defend the place had it been attacked. Sometimes as 
many as three or four died in a single night, and some- 
times the living were hardly able to bury those who had 
died. There were about a hundred colonists landed at 
Jamestown, and one half of these died in the first few 
months. All this time the men in Jamestown were 
living in wretched tents and poor little hovels cov- 
ered with earth, and some of them even in holes dug 
into the ground. As the sickness passed away, those who 
remained built themselves better cabins, and thatched 
the roofs with straw. 

One of the most industrious men in the colony at this 
time was Captain John Smith, a young man who had 
had many adventures, of which he was fond of 
boasting. He took the little pinnace " Discovery " and 
sailed up and down the rivers and bays of Virginia, ex- 
ploring the country, getting acquainted with many tribes 
of Indians, and exchanging beads, bells, and other trink- 
3 




A SOLDIER WITH 

MATCHLOCK GUN AND 

LIGHTED FUSE. 



22 



HOW JAMESTOWN WAS SETTLED. 




CAPTAIN JOHN SMITH. 



Captain John 
Smith. 



Captain John Smith was born in 
England in 1579. While yet little more 
than a boy, he went into the wars in 
the Netherlands. He was afterward 
shipwrecked, robbed at sea, and suf- 
fered great want in France. He fought 
against the Turks and slew three of them 
in single combat. He was at length 
made prisoner by the Turks and reduced 
to slavery. By killing his master he got 
free, escaping into Russia, after sixteen 
days of wandering. He got back to 
England and soon departed with the first 
company to Jamestown. After leaving 
Virginia he was the first to examine care- 
fully the coast of New England, and he 
received the title of " Admiral of New 
England." He was a bold and able ex- 
plorer and a brave man, with much prac- 
tical wisdom. His chief faults were his 
vanity and boastfulness, which led him 
to exaggerate his romantic adventures. 
But without him the Jamestown colony 
would probably have perished. Like 
many other worthy men, he died poor 
and neglected. 



Smith leaves 
the colony. 



ets for corn, with which he 
kept the Jamestown people 
from starving. In one of 
these trips two of liis men were killed, and he was made 
captive, and led from tribe to tribe a prisoner. But he 
managed so well that Powhatan [pow-at-tan'J, the head 
chief of about thirty tribes, set him free and sent him 
back to Jamestown. It was in this captivity that he 
made the acquaintance of Pocahontas [po-ka-hun'-tas], 
a daughter of Powhatan. She was then about ten years 
old, and Captain Smith greatly admired her. Many 
years afterward he told a pretty story about her put- 
ting her arms about his neck and saving his life when 
Powhatan wished to put him to death. 

John Smith explored Chesapeake Bay in two voy- 
ages, enduring many hardships with cheerfulness. He 
and his men would move their fire two or three times 
in a cold night, that they might have the warm ground 
to lie upon. lie managed the Indians well, put down 



HOW JAMESTOWN WAS SETTLED. 2Q 

mutinies at Jamestown, and rendered many other serv- 
ices to the colony. He was the leading man in the 
new settlement, and came at length to be governor. 
But when many hundreds of new settlers were brought 
out under men who were his enemies, and Smith had 
been injured by an explosion of gunpowder, he gave up 
the government and went back to England. 



After Raleg-h's failure, how long was it before another colony was Questions for 
tried ? When Ralegh sent his colonies, Queen Elizabeth was reigning study, 
over England : who had taken her place by the time the new colony 
was sent ? Where was Ralegh when this new company was formed to 
send another colony to Virginia ? In Ralegh's last colony he had had 
some partners : what part did these take in the company ? In what 

year did this company send out its colony ? How many ships were 
sent ? What can you tell about the size of these vessels ? How long 
did it take the ships to get out of sight of England? Did they sail 
straight for America? By what route did they go ? How long did it 
take them to get to Virginia from the time they left London ? (How 
long does it take to cross the ocean in our time ?) Did the new colony 
settle in the same place as Ralegh's colony ? Why not ? What did 
they call the river into which they sailed ? (What is it called to-day ? 
Where is it ? What city is on its banks ?) How did the country look 
when they saw it ? What did they think about it ? When they had 
chosen a place for their town, what did they call it ? Why did they call 
the river James River, and their town Jamestown ? What kind 

of food did they have ? How much did each man get for a meal ? 
What did the Indians do at this time ? How often did each man have 
to stand watch at night ? What kind of water did they have ? What is 
said of their sickness ? How many died in the first few months ? What 
sort of houses did they have during the time of their sickness ? What 
kind of houses did they build as they grew better ? Who was 

very industrious at this time? Where did Captain Smith sail in the 
little pinnace "Discovery"? What did he buy from the Indians? 
What did he pay for the corn with ? What happened to him on one 
of these trips ? After he had been led from village to village, he was 
brought to a head chief: what was the name of this chief? He was 
at the head of how many tribes ? What did Powhatan do with Captain 
Smith ? What is said of Powhatan's daughter ? What great bay 

did Smith explore ? How did it happen that he went back to England ? 



24 



HOW JAMESTOWN WAS SETTLED. 



Study by topics. 



Skeleton sum- 
mary. 



Voluntary work. 



Geography. 




],-^m Roanoke 
l'>'\ Island 



Whal do you know about — 

I. The voyage, and the arrival in 
Virginia ? 
Food ) 

Houses r at Jamestown .'' 
Sickness ) 
3. John Smith and what he did in 
Virginia .■* 

The colonists came from . They 

settled on the River, in the year — 07. 

They called their town . The most 

active man was -. 

Scholars who wish to know more than 
the lesson gives them, may find out what 
they can of the life of Captain John Smith. 



Books. 



Let the scholar take the map made for the previous chapter, and extend it so as to 
include the Chesapeake Bay and James River. Mark 1607 at the site of Jamestown. 
Write John Smith, 160S, in Chesapeake Bay. Then, in order to get relations with 
modern times, mark the present site of Richmond with R., of Washington with W., 
of Baltimore with B. 

" Life of John Smith," by Charles Dudley Warner. " Life of Pocahontas," by 
E. Eggleston and Mrs. Seelye. Bancroft's " United States." 



CHAPTER V. 



The Starving Time, and wliat Followed. 



The starving 
time. 



When Captain John Smith went back to England, in 
1609, there were nearly five hundred white people in 
Virginia. But the settlers soon got into trouble with the 
Indians, who lay in the woods and killed every one that 
ventured out. There was no longer any chance to buy 
corn, and the £ood was soon exhausted. The starving 
people ate the hogs, the dogs, and the horses, even to 
their skins. Then they ate rats, mice, snakes, toad- 
stools, and whatever they could get that might stop their 



THE STARVING TIME, AND WHAT FOLLOWED. 



25 



hunger. A dead Indian was presently eaten, and, as 
their hunger grew more extreme, they were forced to . 
consume their own dead. Starving men wandered off 
into the woods and died there ; their companions, find- 
ing them, devoured them as hungry wild beasts might 
have done. This was always afterward remembered as 
"the starving time." 

Along with the people who came at the close of John sir Thomas Gates 

wrecked on xhe 

Smith's time, there had been sent another ship-load of Bermuda islands, 
people, with Sir Thomas Gates, a new governor for the 
colony. This vessel had been shipwrecked, but Gates 
and his people had got ashore on the Bermuda Islands. 
These islands had no inhabitants at that time. Here 
these shipwrecked people lived well on wild hogs. 
When spring came they built two little vessels of the ce- 
dar-trees which grew on the island. These they rigged 
with sails taken from their wrecked ships, and getting 

g^ ^ -- their people aboard they made 

^^ their way to James- 



town. 




When 
they got there 
they found alive 
but sixty of the four hundred and 
ninety people left in Virginia in the autumn 

before, and these sixty would all have died had Gates Gates reaches 
been ten days later in coming. The food that Gates J^'"^^*°'^"- 
brought would barely last them sixteen days. So he 



26 



THE STARVING TIME, AND WHAT FOLLOWED. 



Arrival of Lord 
De la Warr. 



De la 'Warr's 
time. 



Sir Thomas 
Dale's govern- 
ment. 



put the Jamestown people aboard his little cedar ships, 
intending to sail to Newfoundland, in hope of there 
falling in with some English fishing-vessels. He set sail 
down the river, leaving not one English settler on the 
whole continent of America. 

But before Gates and his people got out of the James 
River they met a long boat rowing up toward them. 
Lord De la Warr had been appointed governor of Vir- 
ginia, and sent out from England. From some men at 
the mouth of the river he had learned that Gates 
and all the people were coming 
down. He sent his long boat to 
turn them back again. On a Sun- 
day morning De la Warr landed in 
amestown and knelt on the 
ground a while in prayer. 
\ Then he went to the little 
church, where he took pos- 
session of the government, 
and rebuked the people for 
the idleness that had brought 
them into such suffeiung. 
During this summer of 1610 a hundred and fifty of the 
settlers died, and Lord De la Warr, finding himself very 
ill, left the colony. The next year Sir Thomas Dale 
took charge, and Virginia was under his government and 
that of Sir Thomas Gates for five years afterward. 

Dale was a soldier, and ruled with extreme severity. 
He forced the idle settlers to labor, he drove away some 
of the Indians, settled some new towns, and he built 
fortifications. But he was so harsh that the people hated 
him. He punished men by flogging and by setting them 




THE STARVING TIME, AND WHAT FOLLOWED. 



27 



to work in irons for years. Those who rebelled or ran 
away were put to death in cruel ways ; some were 
burned alive, others were broken on the wheel, and one 
man, for merely stealing food, was starved to death. 

Powhatan, the head chief of the neighboring tribes, The capture of 

, , 1 1 r 1 1 1 • 1 r- Pocahontas. 

gave the colony a great deal 01 trouble durmg the first Her marriage, 
part of Dale's time. His daugh- 
ter, Pocahontas, who, as a child, 
had often played with the 
boys within the palisades 
of Jamestown, and had 
shown herself friendly 
to Captain Smith and 
others in their trips 
among the Indians, 
was now a woman 
grown. While she was 
visiting a chief named 
Japazaws, an English 
captain named Argall 
hired that chiet with a 
copper kettle to betray her 
into his hands. Argall took 
her a captive to Jamestown. 
Here a white man by the name 
of John Rolfe married her, after she had received Chris- 
tian baptism. This marriage brought about a peace 
between Powhatan and the English settlers in Virginia. 

When Dale went back to England in 1616 he took Pocahontas in 

° England. 

with him some of the Indians. Pocahontas, who was 
now called "the Lady Rebecca," and her husband went 
to England with Dale. Pocahontas was called a " prin- 




-L_ 






PORTRAIT OF 
POCAHONTAS. 



28 



THE STARVING TIME, AND WHAT FOLLOWED. 



Tobacco first 
raised in Vir- 
ginia. 



Questions for 
study. 



cess " in England, and received much attention. But she 
died when about to start back to the colony, leaving a 
little son. 

The same John Rolfe who married Pocahontas was 
the first Englishman to raise tobacco in Virginia. This 
he did in 1612. Tobacco brought a large price in that 
day, and, as it furnished a means by which people in Vir- 
ginia could make a living, it helped to make the colony 
successful. But in 1616 there were only three hundred 
and fifty English people in all North America. 




GETTING READY TO GO TO VIRGINIA ; SHOWING THE DRESS OF PEOPLE IN THAT TIME. 

How many people were left in the colony in 1609, when John Smith 
went back to England ? How did the settlers get on with the Indians 
at this time.? Why could they not get corn? Mention some of the 
things eaten by the people in their hunger. What was this time called ? 

What had become of the ship in which Sir Thomas Gates had sailed 
the year before ? What did Gates and his people find to eat on the Ber- 
muda Islands.? How did they get away from Bermuda? What state 
did they find the Jamestown colony in when they came to Virginia ? How 
many days' supply of food for all the people did Sir Thomas Gates have? 



THE STARVING TIME, AND WHAT FOLLOWED. 2Q 

What did he conclude to do ? What happened to Gates before 

he got out of the river ? Who had sent this long boat ? What did 
Lord De la Warr do first when he landed at Jamestown ? What took 
place at the church ? How many of the people died in the sickness of 
this summer ? Why did Lord De la Warr leave Virginia ? What 

was Dale's profession ? What kind of a person was he ? What good 
effect came from his government? But the people hated him: why? 
Mention some of the punishments used by him. How did Pow- 

hatan and the Indians behave during the early part of Dale's time ? 
What was the name of Powhatan's daughter who had often come to 
Jamestown ? Where was she staying ? How did Argall get her on 
board his ship ? Where did he take her? To whom was she married? 
What effect did this have? When Pocahontas went to England, how 
was she treated ? What happened to her when she was about to sail to 
America? Who first raised tobacco in Virginia? What effect 

did this have on the colony ? How many people were there in Virginia 
in 1616? The colony first reached Virginia in 1607: how long had it 
been settled when Dale left in 1616 ? Subtract 1607 from 161 6. 

Tell about — Study by topics. 

1. The starving time. 

2. Sir Thomas Gates's shipwreck. 

3. Gates's arrival at Jamestown and the departure of the colony. 

4. Coming of Lord De la Warr. 

Also — a. Dale's government, b. Pocahontas, c. Tobacco in Virginia. 



CHAPTER VL 

The Great Charter of Virginia, and the First 
Massacre by the Indians. 

During all the early years of the Virginia colony the Living and work- 
people were fed and clothed out of a common stock of '"^ '" common, 
provisions. They were also obliged to work for this 
stock. No division was made of the land, nor could the 
industrious man get any profit by his hard work. The 
laziest man was as well off as the one who worked hardest, 
and under this arrangement men neglected their work, 
and the colony was always poor. The men had been 



3° 



THE GREAT CHARTER OF VIRGINIA. 




english countryman 
•at that time. 



The Great Char- 
ter of 1618. 



Features of the 
charter govern- 
ment that remain. 



promised that after five years they should have land of 
their own and be free, but this promise was not kept. In 
1614 Sir Thomas Dale gave to some who had been long- 
est in Virginia three acres of ground apiece, and allowed 
them one month in the year to work on their little 
patches. For this they must support themselves and 
give the rest of their work to the common stock. This 
arrangement made them more industrious. But the 
cruel military laws put in force by the governor made 
Virginia very unpopular. 

Argall, who came after Dale, governed very badly, 
and the colony was almost ruined. In 161 8 many new 
emigrants were sent, and Lord De la Warr was again 
sent as governor, but he died on the way. The " Vir- 
ginia Company," of London, which had the government 
of the colony in November, 161 8, granted to Virginia a 
" Great Charter," under which the people of the colony 
were allowed a voice in making their own laws. This 
was the beginning of free government in America. 
Under this charter the government of Virginia was put 
into the hands of a governor, a " council of estate," and a 
"general assembly." The other American colonies after- 
ward took pattern from this threefold government. 

The government of the United States by a president, 
a senate, and a house of representatives shows that the 
ideas put into the Great Charter have left their mark on 
the constitution of our country. The governments of all 
our States also show traces of the same idea. Each State 
has a governor, a senate, and a house of representatives. 
So that the plan arranged in 16 18 for a few hundred peo- 
ple in Virginia was a tiny stream that has spread out into 
a great river. 



THE GREAT CHARTER OF VIRGINIA. 



31 




COUNTRYWOMAN 
OF THE TIME. 



Sending of wives 
to Virginia. 



The Great Charter also gave the people of Virginia Division of land 

... T • 1 1 1 1 • r 1 1 '" Virginia. 

the right to divide the land into larms, and to own and 
work ground each for himself. When the new governor, 
Sir George Yeardley, got to Virginia in the spring of 
16 19, bringing this good news that the settlers were to 
live under laws of their own making, and were to enjoy 
the fruits of their own labors, they thought themselves 
the happiest people in the world. 

About this time it was thought that the colony 
would be more firmly planted if the colonists had wives. 
Young women were therefore sent out to be married 
to the settlers. But, before any man could marry one 
of these, he was obliged to gain her consent, and to pay 
the cost of her passage, which was about a hundred and 
fifty pounds of tobacco. This venture proved very satis- 
factory to the Virginians, and women were therefore 
sent for wives from time to time for years afterward. 
When the colonists had land of their own, they felt 
themselves at home in America, and no longer thought 
of going back to England. 

Before this there had been a good many small wars 
and troubles of one kind or other with the Indians. But, 
as the Indians had few fire-arms, the white men cou 
easily defend themselves. After 1619 many efforts 
were made' to civilize and convert the savages. 
Money was given to educate their children, and a 
college was planned for them. One ambitious In- 
dian brave, whom the white people 
called "Jack of the Feather," and 
who was believed to be proof against 
bullets, was suspected of wishing war. 
At length he killed a white man, and 



"Jack of the 
Feather." 





32 



THE GREAT CHARTER OF VIRGINIA. 



The first massacre 
by the Indians. 



The Virginia 
Company dis- 
solved. 



the white man's servants, in trying to take him to the 
governor, shot him. The Indians did not show any 
resentment at his death at first, and O-pe-chan'-ka-no, 
who had become head chief on the death of Powha- 
tan, said that the sk)- might 
fall sooner than he would break 
the peace. 

But on the 22d of March, 
1622, while the men of the col- 
ony were in the fields, the In- 
dians suddenly fell on the set- 
tlements, killing the white peo- 
ple mostly with their own axes, 
hatchets, and hoes. Three hun- 
dred and forty-seven men, wom- 
en, and children were killed in 
a single day. One Indian lad, 
ipaii^ ^^» living in a white man's house, had 

*' ■ given warning during the night be- 

fore, and some of the settlements had 
time to prepare themselves for defense. From this 
time on there was almost continual war with the In- 
dians for many years. 

In 1624 the Virginia Company, of London, was dis- 
solved, and the colony was put under the government 
of the king. But the king, James I, when he put 
down the company, promised to the colony all the lib- 
erties which they then enjoyed. This promise was not 
well kept by his successors in after-years ; the Vir- 
ginians were often oppressed by the governors sent 
to them, but the right to pass laws in the General 
Assembly was never taken away. 




THE GREAT CHARTER OF VIRGINIA, 



33 



How were the settlers in Virginia clothed and fed during the early Questions for 
years of the colony? What was done with the proceeds of their work? study. 
How was the land held at first ? What was the result of this system ? 
What encouragement would a man have to work industriously? Do 
you think such a system fair? What promise had been made to the 
colonists? How was it kept? What arrangement did Sir Thomas 

Dale make in 1614? What effect did this have on the industry of the 
colonists ? What made Virginia unpopular at this time ? What kind 
of laws did the colony have ? What kind of a governor was Argall ? 

Who was sent for governor in 1618 ? What happened to him ? What 
was the beginning of free government in America ? Who granted the 
Great Charter of 1618 ? It established three branches of the government 
in Virginia : what were they ? What three law-making powers 

in the government of the United States to-day correspond somewhat to 
the governor, the council of estate, and the General Assembly of Virginia 
under the Great Charter? How do the governments of our States 
resemble this first government ? What other rights did the char- 

ter of 161 8 give to Virginia? When Sir George Yeardley, the new 
governor, got to Virginia with the Great Charter, how did the people 
feel about it ? In what year did Yeardley reach Virginia ? What 
measures were taken in 161 9 to supply the Virginians with wives? 
What did a man have to pay for his wife ? Had there been any 

Indian wars before this time ? What advantage did the white man 
have over the Indians? What was done for the Indians after 1619? 
What is said of "Jack of the Feather"? Why and how was he killed? 
Who was chief in place of Powhatan ? What did Opechankano say 
about the peace? What took place on the 22d of March, 1622? 

How were the white people killed ? Who gave warning the night 
before ? How many of the colonists were killed ? What was the rela- 
tion between the white people and the Indians after this ? What 
change took place in the government of Virginia in 1624? What did 
the king promise to the colonists when he made this change ? Who 
was king of England at this time ? How was his promise, that the 
Virginians should have all their liberties, kept by his successors ? What 
right was never taken away ? 



Tell what you know of — 

1. Common land and common living in Virginia. 

2. The division of the land. 

3. The Great Charter and the three branches of government. 
Also tell what you can — 

1. Of the sending of wives to Virginia. 

2. Of the Indian massacre. 



Study by topics. 



Blackboard illus- 
tration. 



34 



b r 



THE GREAT CHARTER OF VIRGINIA. 

LAND 



Undivided. 



Separately owned. 



LABOR 

For a common stock. Each for himself. 



LIVING 
From a common store. From one's own purse. 



-a 

, c 



HISTORY TEACHES. 

Note. — In this and the preceding chapters some statements are made which will 
be unfamiliar even to those well acquainted with the history of the settlement of 
Virginia. These are founded, however, on a careful study of the oldest existing 
manuscript authorities, preserved in the Library of Congress, in tne British Museum, 
and in the British Public Record Office. 



The Separatists. 



The Pilgrims in 
Holland. 




CHAPTER VTI. 
The Coming of the Pilgrims. 

In the seventeenth century (that 
is, between the year 1601 and the 
year 1700) there was much religious 
persecution. In some countries the Catholics persecuted 
the Protestants, in other countries the Protestants perse- 
cuted the Catholics, and sometimes one kind of Protest- 
ants persecuted another. There were people in England 
who did not like the ceremonies of the Church of Eng- 
land, as established by law. These were called Puritans. 
Some of these went so far as to separate themselves from 
the Established Church, and thus got the name of Sepa- 
ratists. They were persecuted in England, and many of 
them fled to Holland. 

Among these were the members of a little Separat- 
ist congregation in Scrooby, in the north of England. 
Their pastor's name was John Robinson. In 1607, the 




34-u 



THE COMING OF THE PILGRIMS. 



35 




PURITAN OF THE 
MIDDLE CLASS. 



year in which Jamestown was settled, these persecuted 
people left England and settled in Holland, where they 
lived about thirteen years, most of the time in the city 
of Leyden [li'-den]. Then they thought they would like 
to plant a colony in America, where they could be re- 
ligious in their own way. These are the people that we 
call " The Pilgrims," on account of their wanderings for 
the sake of their religion. 

About half of them were to go first. The rest went 
down to the sea to say farewell to those who were going. 
It was a sad parting, as they all knelt down on the shore 
and prayed together. The Pilgrims came to America in The voyage to 

11 1 1 TV T n T-ii 1 1 America in the 

a ship called the Mayiiower. 1 here were about a hun- Mayflower, 
dred of them, and they had a stormy and wretched pas- 
sage. They intended to go to the Hudson River, but 
their captain took them to Cape Cod. After exploring 
the coast north of that cape for some distance, they se- 
lected as a place to land a harbor which had been called 
Plymouth on the map prepared by Captain John Smith, 
who had sailed along this coast in an open boat in 1614. 

Ail the Indians who had lived at this place had died The landing ot 

the Pilgrims. 

a few years before of a pestilence, and the Pilgrims found 
the Indian fields unoccupied. They first landed at this 
place on the nth day of December, 1620, as the days 
were then counted. This is the same as the 21st of De- 
cember now, the mode of counting having changed since 
that time. (Through a mistake, the 22d of December is 
generally kept in New England as " Forefathers' Day.") 
Before landing, the Pilgrims drew up an agreement by 
which they promised to be governed. 

The bad voyage, the poor food with which they were 
provided, and a lack of good shelter in a climate colder 
4 




PURITAN OF THf 
MIDDLE CLASS. 



30 



THE COMING OF THE PILGRIMS. 



Half of the Pil- 
grims die. 



First acquaint- 
ance with the 
Indians. 



Myles Standish 
and the Indians. 



than that from which they came, had their natural effect. 
Like the first settlers at Jamestown, they were soon 
nearly all sick. Forty-four out of the hundred Pilgrims 
died before the winter was ended, and by the time the 
first year was over half of them were dead. The Pil- 
grims were afraid of the Indians, some of whom had 
attacked the first exploring party that had landed. To 
prevent the savages from finding out how much the 
party had been weakened by disease, they leveled all 
the graves, and planted Indian corn over the place in 
which the dead were buried. 

One day, after the winter was over, an Indian 
walked into the village and said in English, 
" Welcome, Englishmen." He was 
a chief named Sam-o'-set, who had 
learned a little English from the fish- 
ermen on the coast of Maine. Samoset 
afterward brought with him an Indian 
named Squanto, who had been carried away 
to England by a cruel captain many years 
before, and then brought back. Squanto 
remained with the Pilgrims, and taught them how to 
plant their corn as the Indians did, by putting one or 
two fish into every hill for manure. He taught them 
many other things, and acted as their interpreter in their 
trading with the Indians. He told the Indians that they 
must keep peace with the white men, who had the pes- 
tilence stored in their cellar along with the gunpowder ! 
The neighboring chief, Mas-sa-so'-it, was also a good 
friend to the Pilgrims as long as he lived. 

Captain Myles Standish was the military commander 
at Plymouth. He dealt severely with any Indians sup- 




THE COMING OF THE PILGRIMS 



Pilgrims at Home. — The Pilgrims 
held their meetings in a square house 
on top of a hill at Plymouth. On the 
flat roof of this house were six small 
cannon. The people were called to 
church by the beating of a drum. The 
men carried loaded fire-arms with them 
when they went to meeting on Sunday, 
and put them where they could reach 
them easily. The town was surrounded 
by a stockade and had three gates. 
Elder Brewster was the religious teacher 
of the Pilgrims at Plymouth ; their 
minister, John Robinson, having stayed 
with those who waited in Holland, and 
died there. It is said that Brewster, 
when he had nothing but shell-fish and 
water for dinner, would cheerfully give 
thanks that they were " permitted to 
suck of the abundance of the seas and 
of the treasures hid in the sand." 



37 

posed to be hostile. Find- 
ing that certain of the 
Massachusetts Indians were 
planning to kill all the 
whites, he and some of his 
men seized the plotters sud- 
denly and killed them with 
the knives 
which the In 
dians wore 
suspended 



from their 
own necks. 
The people of Plymouth suffered much 
from scarcity of food for several years. They 
had often nothing but oysters or clams to eat for 
a long time together, and no drink but water. 
Like the Jamestown people (see page 29), they 
tried a plan of living out of a common stock, but 
with no better success. In 1624 each 
family received a small allot- 
ment of land for its own, and 
from that time there was 
always plenty to eat in 
Plymouth. Others of 
the Pilgrims came to 
them from Holland, as 
well as a few emi- 
grants from England. 
Plymouth Colony was, 
next to Virginia, the 
oldest colony of all, 



PILGRIMS EeCORTINQ THE GOVERNOR, 

ELDER BREWSTER, AND MYLES STANDISH TO MEETING. 




38 



THE COMING OF THE PILGRIMS. 



Plymouth united but it did HOt grow vcr}' fast, and in 1692, by a charter 

with Massachu- 
setts in 1692. from King William III, it was united with Massachu- 
setts, of which its territory still forms a part. 



Questions for When we say "the seventeenth century,'' what years do we mean? 

^*"'*y- What is said of persecution in the seventeenth century ? What cere- 

monies did the Puritans dislike ? What were those Puritans called who 
went so far as to separate from the Church of England ? What hap- 
pened to these Separatists ? When they were persecuted, where did 
they go ? What is said of the Separatists of Scrooby .■' What 

was their pastor's name .'' Where did they go when they were perse- 
cuted ? To what city in Holland ? How long did they live in Holland ? 
What did they then propose to do ? What name is now given to these 
people ? How many of them were to go to America first ? How 

did the rest say farewell to them .'' What was the name of the ship in 
which they came to America } What kind of a voyage did they have ? 
Where did they select a place to land ? Who had called this Plymouth ? 
(Who was this Captain John Smith ?) What had become of the 

Indians who lived at Plymouth ? (What is a pestilence .'') What advan- 
tage did the Pilgrims get from settling where there had been an Indian 
village.'' In what year did the Pilgrims land at Plymouth .'' In what 
month.-* On what day of December? But the "old style" which 
they used then has been changed since that time : What day of the 
month now is the same as the iith of December, 1620? How did the 
Pilgrims arrange about their government ? What four things 

helped to make the Pilgrims suffer with illness ? How many died dur- 
ing the first winter ? How many died in the first year ? How did the 
Pilgrims feel about the Indians ? Had they seen any of them ? What 
did they do to hide from the Indians the fact that so many of them had 
died? What did the first Indian say who came into Plymouth? What 
was his name ? Where had he learned these words ? What was the 
name of the Indian that Samoset brought with him afterward ? How 
did Squanto get to England ? What did he do for the Pilgrims ? What 
story did he tell to frighten the other Indians ? What is said of Massa- 
soit ? Who was Captain Myles Standish ? How did he deal with 

hostile Indians ? What did he do to the Indians who planned to put 
all the English to death ? What kind of food did the people at 

Plymouth have to eat ? What plan of work and living did they try ? 
What colony had tried this before ? How did it work in Plymouth ? 
What change was made in 1624? Which was the oldest of all 

the American colonies ? Which was next ? What is said of "the growth 
of Plymouth colony? What happened to it in 1692 ? 



THE COMING OF THE PILGRIMS, 



39 



1. The Separatists in England. 

2. The Pilgrims in Holland. 

3. The voyage to America. 

4. The Pilgrims at Plymouth. 

5. The Pilgrims and the Indians. 

The native country of the Pilgrims was . 

They first settled in . In the year — 20 

they settled at , in America. The captain 

in their wars was . 



Let the pupil make a sketch-map of that part of the coast-line 
of New England from the extreme point of Cape Cod to Plymouth. 
Mark Plymouth, and put the date 1630 there. Leave room on the 
paper to extend the coast of New England in both direc- 
tions in future lessons. The relation of Jamestown to 
Plymouth should be studied. Note how far apart were 
the first two settlements in our country. 




Study by topics. 




Skeleton sum- 
mary. 



Geography. 



CHAPTER VIII. 



The Coming of the Puritans. 



Before the Pilgrims settlers along 
had become comfortably land coast, 
settled in their new home, 
other English people came 
to various parts of the 
New England coast to the 
northward of Plymouth. 
About 1623 a few scatter- 
ing immigrants, mostly 
fishermen, traders with the 
Indians, and timber-cut- 
ters, began to settle here 
and there along the sea 

about Massachusetts Bay, and in what afterward came to 

be the colonies of New Hampshire and Maine. 




JOHN WINTHROP. 



40 



THE COMING OF THE PURITANS. 




The English Wg havc sccn in the preceding: chapter that the 

Puritans. . 

Pilgrims belonged to that party which had separated 
itself from the Church of England, and so got the 
name of Separatists. But there were 
also a great many people who did not 
like the ceremonies of the Established 
Church, but who would not leave it. 
These were called Puritans, because 
they sought to purify the Church 
from what they thought to be wrong. 
They formed a large part of the Eng- 
lish people, and at a later time, under Oliver Cromwell, 
they got control of England. But at the time of the 
settlement of New England the party opposed to the 
Puritans was in power, and the Puritans were perse- 
cuted. The little colony of Plymouth, which had now 
got through its suflferings, showed them a way out of 
their troubles. Many of the Puritans began to think 
of emigration. 
The Massachu- In 1628, when Plymouth had been settled almost 

setts Company 

sends out its first eight ycars, the Massachusetts Company was formed. 

colony. 1628. T-i . Ti 1 -KT' • • r^ 1 

1 his was a company like the Virginia Company that 
had governed Virginia at first. The Massachusetts 
Company was controlled by Puritans, and proposed 
to make settlements within the territory granted to 
it in New England. The first partv sent out by 
this company settled at Salem in 1628. Others 
were sent the next year. 

But in 1630 a new and bold move was made. 
The Massachusetts Company resolved to change the 
place of holding its meetings from London to its 
new colony in America. This would give the peo- 




PURITAN GENTLEMAN. 



THE COMING OF THE PURITANS. 



41 



John AA/inthrop, the principal 
founder of Massachusetts, was born in 
1588. He was chosen Governor of the 
Massachusetts Company, and brought 
the charter and all the machinery of 
the government with him to America in 
1630. He was almost continually gov- 
ernor until he died in 1649. He was a 
man of great wisdom. When another 
of the leading men in the colony wrote 
him an angry letter, he sent it back, say- 
ing that " he was not willing to keep 
such a provocation to ill-feeling by him." 
The writer of the letter answered, " Your 
overcoming yourself has overcome me." 
When the colony had little food, and 
Winthrop's last bread was in the oven, he 
divided the small remainder of his flour 
among the poor. That very day a shipload 
of provisions came. He dressed plainly, 
drank little but water, and labored with 
his hands among his servants. He count- 
ed it the great comfort of his life that he 
had a "loving and dutiful son." This 
son was also named John. He was a 
man of excellent virtues, and was the 
first Governor of Connecticut. 



pie in the colony, as mem- 
bers of the company, a 
right to govern themselves. 
When this proposed change 
became known in England, 
many of the Puritans de- 
sired to go to America. 
John Winthrop, the new 
governor, set sail for Mas- 
sachusetts in 1630, with the 
charter and about a thou- 
sand people. Winthrop and 
a part of his company set- 
tled at Boston, and that 
became the capital of the 
colony. No colony was set- 
tled more rapidly than Mas- 
sachusetts. Twenty thousand people came between 1630 
and 1640, though the colony was troubled for a while 
by bitter disputes among its people about matters of 
religion and by a war with the Pequot Indians. 

Some of the Puritans in 
Massachusetts were dissatis- 
fied with their lands. In 1635 
'and 1636 these people crossed 
through the unbroken woods 
to the Connecticut River, and 
settled the towns of Windsor, 
Wethersfield, and Hartford, 
though there were already 
trading-posts on the Connecti- 
REv. JOHN DAVENPORT. cut RivcT. This was the begin- 



The great migra- 
tion to Massachu- 
setts. 1630. 





PURITAN LADY. 



Connecticut set- 
tled. 1636. New 
Haven Colony 
settled, and after- 
ward united with 
Connecticut. 



42 



THE COMING OF THE PURITANS. 



Roger Williams 
lays the founda- 
tions of Rhode 
Island. 1636. 



New Hampshire. 




MERCHANT'S WIFE 
IN 1620. 



Maine. 



ning of the Colony of Connecticut. Another colony was 
planted in 1638 in the region about New Haven. It 
was made up of Puritans under the lead of the Rev. 
John Davenport. In 1665 New Haven Colony was 
united with Connecticut. 

In 1636 Roger Williams, a minister at Salem, in Mas- 
sachusetts, was banished from that colony on account 
of his peculiar views on several subjects, religious and 
political. One of these was the doctrine that every 
man had a right to worship God without interference 
by the government. Williams went to the head of 
Narragansett Bay and established a settlement on the 
principle of entire religious liberty. The disputes in 
Massachusetts resulted in other settlements of banished 
people on Narragansett Bay, which were all at length 
united in one colony, from which came the present 
State of Rhode Island. 

The first settlement of New Hampshire was made at 
Little Harbor, near Portsmouth, in 1623. The popula- 
tion of New Hampshire was increased by those who left 
the Massachusetts Colony on account of the religious 
disputes and persecutions there. Other settlers came 
from England. But there was much confusion and dis- 
pute about land-titles and about government, in conse- 
quence of which the colony was settled slowly. New 
Hampshire was several times joined to Massachusetts, 
but it was finally separated from it in 1741. 

As early as 1607, about the time Virginia was set- 
tled, a colony was planted in Maine ; but this attempt 
failed. The first permanent settlement in Maine was 
made at Pemaquid in 1625. Maine submitted to Mas- 
sachusetts in 1652, but it afterward suffered disorders 



THE COMING OF THE PURITANS. 



43 



from conflicting governments until it was at length an- 
nexed to Massachusetts by the charter given to that 
colony in 1692. It remained a part of Massachusetts 
until it was admitted to the Union as a separate State, 
in 1820. (See Chapter XLIII.) 

The New England colonies were governed under Government in 

I'lifi • ir r • *^^ New Eng- 

charters, which leit them, in general, free from inter- land colonies, 
ference from England. Plymouth, Massachusetts, Con- 
necticut, New Haven, and Rhode Island were the only 
colonies on the continent that had the privilege of choos- 
ing their own governors. In 1684 the first Massachu- 
setts charter was taken away, and after that the gov- 
ernors of Massachusetts were appointed by the king, but 
under a new charter given in 1692 the colony enjoyed 
the greater part of its old liberties. 



What took place along the coast to the northward of Plymouth ? Questions for 
What occupations did the first few settlers follow .-* To what ^ " y* 

religious party did the Pilgrims belong ? There were people who disliked 
the ceremonies of the Church of England, but were unwilling to sepa- 
rate from it : what were they called ? How strong were the Puritans ? 
Which party was in power at the time of the settlement of New Eng- 
land .-* Who were suffering persecution at this time .'' What made the 
Puritans think of emigrating to New Eng- 
land ? In what year was the Massa- 
chusetts Company formed ? What kind of a 
company was this ? By whom was ii con- 
trolled ? What did it propose to do ? In 
what year did it send out its first party .'' 
Where did they settle .'' What new 
bold move was made in 1630.'' Why did 
the leaders of the company wish to change 
their government to America .'' What effect 
did this have ? Who was the new governor 
that brought over the charter ? In what 
year did Winthrop come over ? How many 
people came at the same time .'' Where did 
Winthrop make his home ? What town be- 




Plymouth»- 
Providence! 1620. J 
Ha?tf5rd ^^^6. ^^ / 

New Haven * 

i163S. ■ 





44 



THE COMING OF THE PURITANS. 



Study by topics. 



Composition. 



Geosraphy , 



Books. 



came the capital ? How many people came in the next ten years ? 
From what troubles did the colony suffer in that time ? What 

cause of dissatisfaction led to the settlement of Connecticut ? In what 
year did the people go to Connecticut from Massachusetts ? What 
towns in Connecticut did they settle nrst.^ What other colony was 
planted within what is now Connecticut ? Who was the leader of the 
New Haven Colony ? In what year was the New Haven Colony united 
with Connecticut ? In what year was Roger Williams banished 

from Massachusetts ? For what cause was he banished ? What was 
one of the opinions held by him ? Where did Williams go when he 
was banished .'* What town did he establish ? On what principle did 
he found his colony ? What caused other settlements in Narragansett 
Bay ? What became of these settlements ? By what were the 

little settlements on the coast of New Hampshire increased ? But what 
made this region settle slowly ? With what colony was New Hamp- 
shire sometimes united ? In what year was the first attemf.t made 
to plant a colony in Maine ? How did the real settlement begin ? What 
caused disorders in the Maine settlements ? With what colony was Maine 
at length united ? How was it at last separated from Massachusetts in 
1820 ? How were the New England colonies governed ? Which 
colonies had the privilege of choosing their own governors ? How were 
the Massachusetts governors appointed after 1684? But what is said of 
the liberties of Massachusetts under its new charter of 1692 ? 

Tell about — I. The settlers along the coast. 
II. The coming of the Puritans. 

1. The Puritans in England. 

2. The Massachusetts Company. 

3. The settlement of Massachusetts. 

III. Other New England colonies. 

1. The settlement of Connecticut and New Haven. 

2. The settlement of Rhode Island. 

3. The development of Maine and New Hampshire. 

IV. The liberties of New England. 

A good subject will be " The Founding of New England," as told 
in this and the preceding chapter. 

Let the pupil extend his sketch-map used in the preceding Jesson so as to repre- 
sent the whole coast erf New England, then mark the sites and dates given in the 
little map on the preceding page. If preferred, the map may be drawn on the 
blackboard. 

On the Pilgrims and Puritans, besides the general histories before referred to. 
Palfrey's " History of New England," a large work of great learning. Drake's 
" The Making of New England," interesting to children. 



THE COMING OF THE DUTCH. 



45 




THE HALF- MOON 
IN HUDSON RIVER 



CHAPTER IX. 
The Coming of the Dutch. 

While Captain John Smith ^^p^^'" •^!^" 

^ *^ Smith sends a 

was in Virginia (see Chapter map to Hudson 
IV), he had a notion that 
there was a passage into the 
Pacific Ocean somewhere to 
the north of the Virginia Col- 
i!^ ony. He may have got this opin- 
ion from some old maps, or from 
misunderstanding something that the 
Indians told him while he was exploring 
the Chesapeake Bay. He sent to his old 
friend Henry Hudson, in England, a letter and a map, 
which showed a way to go by sea into the Pacific Ocean, 
a little to the north of Virginia. 

Henry Hudson was an Englishman already known as Hudson seeks 

. a new route to 

a bold explorer. In 1609, soon after getting John Smith's china, 
letter and map, Hudson went to Holland and hired him- 
self to the Dutch East India Company. This company 
sent him out with a little yacht, called the Half-Moon, 
manned by twenty sailors, to find a passage to China, by 
going around the north coast of Europe. But he found 
the sea in that direction so full of ice that he was obliged 
to give up the attempt to get to China in that way. So, 
remembering John Smith's map, he set sail for America. 

Hudson sailed as far to the south as the entrance to Hudson explores 

Hudson River. 

the Chesapeake, and then explored the coast to the 
northward. He went into Delaware Bay, and afterward 
into New York Harbor. In hope of finding a way to the 



46 



THE COMING OF THE DUTCH. 



The Dutch estab- 
lish a fur-trade on 
Hudson River. 




DUTCH WOMEN OF OLD TIMES. 



i'he Dutch plant 
a colony in New 
NeJherland. 



East Indies, he kept on up 
the river, which we now 
call Hudson River, for elev- 
en days. But when he had 
gone nearly as far as to the 
place where Albany is now, 
Hudson became satisfied 
that the road to China did 
not lie there, and so he 
sailed down and returned 
to Europe. 

Though Hudson was an 
Englishman, he made this 
voyage for the Dutch, and 
the very next year the Dutch 
merchants began a fur-trade 
with the Indians on this 
river that Hudson had 
discovered. In the year 
that followed (1611) they explored the coast north- 
eastward beyond Boston Harbor, and to the south- 
ward they sailed into the Delaware River, claim- 
ing all this country, which was then without any 
inhabitants but Indians. They called this terri- 
tory New Netherland. Netherland is another 
name for what we call Holland. 
The Dutch had built a trading-post, called a " fort," 
at what is now Albany, and perhaps others like it else- 
where, but they did not send- out a colony until 1623. 
Then two principal settlements were made, the one at 
Albany, the other at Wallabout, now part of Brooklyn. 
But the island of Manhattan, on which New York now 



Henry Hudson.— The time of 
Hudson's birth is not known. Nor is 
anything known of the early voyages 
by which he became famous. In 1607, 
in the employ of an English company, 
he undertook to find the much-desired 
route to China by sailing straight across 
the north pole. He failed, of course, 
though he got farther north than any 
other voyager had done. In the next 
year, 1608, for the same company, he 
tried to find a passage to the East In- 
dies by sailing to the northeast. He 
did not succeed, but he sets down in his 
journal that some of his company saw 
one day a mermaid, with a body like a 
woman and a tail like a porpoise. Intel- 
ligent people believed in such monsters in 
that day. In the ne.xt year Holland and 
France both tried to secure Hudson's 
services. It is told in the te.xt how, in 
this voyage in the Half-Moon, he discov- 
ered the great river of New York for the 
Dutch. In the year following he tried 
to find a way to China by the northwest, 
but, while sailing in what is now called 
Hudson Bay, part of his crew rose 
against him, and, putting Hudson and 
some of his men into an open boat, 
sailed away, leaving them to peri.sh. 



THE COMING OF THE DUTCH. 



47 




stands, had been the center of their trade, and it soon be- 
came the little capital of the colony. The town which 
grew about the fort that stood at the south end of what 
is now New York city, was called by the Dutch New 
Amsterdam, after the principal city of Holland, their 
own country. 

The Dutch also had settlements on the Connecticut planting of New 

T~»- 1 1T--V1 -r»' -n 1/^ • Sweden, and its 

Kiver and on the Delaware Kiv^er, But on the Connecti- conquest by the 
cut River they got into trouble with the English settlers, ^"^"^ ' 
who claimed the whole of that country. On the 
Delaware River the Dutch had trouble with some 
Swedes, who had planted a colony there in 1638. 
This colony the Swedes called New Sweden, just 
as the Dutch called theirs New Netherland, and 
as the English called their northern colonies New 
England, while the French named their settle- 
ments in Canada New France. After a great deal 
of quarreling between the Swedes and Dutch, the Dutch 
governor, Peter Stuyvesant, in 1655, mustered a little 
fleet with six or seven hundred men, and, sailing to the 
Delaware River, captured New Sweden. 

But the English at this time claimed that all the The English con- 

, __. . . 1 -KT T^ 1 1 1 1 1 q^^r New Neth- 

terntory between Virginia and New Lngland belonged eriand. 
to England They said that all that 
coast had been discovered by Cabot 
for Henry VII more than a century 
and a half before. In 1664, in time of 
peace, four English ships appeared in 
the harbor of New Amsterdam and 
demanded its surrender. Stout old 
Peter Stuyvesant, the lame governor who had ruled in 
the Dutch colonies for many years, resolved to fight. 



DUTCH COUNTRY PEOPLE 
OF OLD TIMES. 




48 



THE COMING OF THE DUTCH. 



New Amster- 
dam becomes 
New York. 



STREET IN 
NEW AMSTERDAM. 



Questions for 
Study. 



But the city was weak and without fortifications, and 
the people, seeing the uselessness of contending against 
the ships, persuaded Stuyvesant to surrender. The 
name New Amsterdam was immediately changed to 
New York, the whole province having been granted to 
the Duke of York. 

At the time of the surrender New York city had 
but fifteen hundred people, most of them speaking 
the Dutch language. To-day there are nearly a thou- 
sand times as many people in New York city. Many 
thousands of the people of New York and many in 
other States have descended from the first Dutch 
settlers and bear the old Dutch 
names. The Dutch settlers u.^^ sk^ 
were generally industri- _ '^'i^ ~ w 

ous, frugal, and 
religious. 




w^^ ^^^^^K ' \Vhat notion about 

yt", ^^^^IHr "^ passage into the 

Pacific Ocean did 

Captain John Smith have while 

he was in Virginia ? How may he have got this opinion about a 

water-way to the north of Jamestown ? To whom did he send word 

about this? Where was Henry Hudson when Captain Smith sent 



THE COMING OF THE DUTCH. 



49 



him this letter and map ? Who was Hudson ? Where did he go 

after he got Smith's letter ? In what year did he hire himself to the 
Dutch East India Company ? What did they wish him to do ? What 
kind of a ship did the company give him ? What was her name ? 
How many seamen did she have ? How did Hudson first try to sail his 
ship to China ? What stopped him ? What led him to go to America 
at this time ? How far south on the American coast did Hudson 

go ? What bay to the north of the mouth of the Chesapeake did he 
explore ? After leaving Delaware Bay, into what harbor did he sail ? 
Up what river did he sail ? What did he hope to find by sailing up the 
Hudson River ? How long was he in going up this river? How far up 
the Hudson River did he go ? At the end of eleven days what did he 
think of the chance of getting to China by this route ? When he found 
that there was no way to sail through America at that place, what did he 
do ? For whom did Hudson make this voyage ? What advantage 

did the Dutch take of his discoveries ? How far to the northeast did 
they explore in 1611 ? Were there any settlements in New England in 
that year? (In what year was the first settlement in New England 
made by the Pilgrims ? See page 35.) How far to the south did the 
Dutch explore ? How much country did they claim ? What did they 
call this new country ? Why did they call it New Netherland ? In 

what year did the Dutch send out a colony ? (How long was this 
after the settlement of Virginia ? Subtract 1607 from 1623. How long 
was this Dutch settlement after the settlement of Plymouth by the Pil- 
grims ? Subtract 1620 from 1623. How long was the settlement of 
Salem by the Massachusetts Company after the beginning of the Dutch 
settlement ? Subtract 1623 from 1628. How long was the Dutch settle- 
ment before the beginning of Boston? Subtract 1623 from 1630.) 
Where were the two principal settlements of the Dutch located at first ? 
Where was their principal trading-post ? What was the village that 
grew about the fort on Manhattan Island called ? Why was it called 
New Amsterdam ? Where else did the Dutch have settlements? 

With whom did they have trouble on the Connecticut River? Who 
gave them trouble on the Delaware River? In what year was the 
Swedish colony settled on the Delaware ? What was it called ? What 
Dutch governor conquered New Sweden ? In what year ? But 

'who claimed the whole territory of New Netherland at this time? On 
what ground? What happened at New Amsterdam in 1664? When 
the English ships demanded the surrender of the town, how did the 
Dutch governor feel ? Who was this Dutch governor ? What led Stuy- 
vesant to surrender after a while ? When New Amsterdam became Eng- 
lish, what was it called ? How many people were there in New 
York when the English took it ? About how many times as many are 



so 



THE COMING OF THE DUTCH. 



there now ? What language did the most of the people speak when 
the English took it ? What kind of people were they ? What is said 
of the descendants of the Dutch in New York to-day ? 

study by topics. Tell about — 

1. John Smith and his notion of a way to 

the Pacific Ocean. 

2. Henry Hudson's discoveries in 1609. 

3. The Dutch settlement in 1623. 

4. Conquest of New Sweden in 1655. 

5. Conquest of New Netherland by the 

English in 1664. 



Blackboard illus- 
tration. 



Order of events : 
Virginia, 1607. 

Hudson's voyage, 1609. 
Plymouth Pilgrims, 1620. 

Dutch settlement, 1623. 
Massachusetts, 1628. 

Swedish settlement, 1638. 

Geography. Let the pupil make a sketch-map (or 

have one drawn on the blackboard) of the 
coast from the Connecticut River to the 
Delaware. Mark the sites of Brooklyn and Albany, with the date 1623. It will be 
enough to write "Dutch settlement" and "New Sweden, 1638," in the region of 
the Delaware. 




How Virginia 
was cut down. 




CHAPTER X. 
The Settlement of Maryland and the Carolinas. 

By the second charter given for planting the " First 
colony of Virginia," as it was called, its breadth was cut 
down to four hundred miles along the sea-coast. Vir- 
ginia had formerly included all that the English claimed, 
in America. Part of the four hundred miles was occu- 
pied by the Dutch in New Jersey and Delaware. And 
the territory of Virginia was, at length, further cut 
down by the taking of another part of it to form 
Sff( Maryland for Lord Baltimore. 



FIRST LORD BALTIMORE. 



SETTLEMENT OF MARYLAND AND THE CAROLINAS. 



51 



George Calvert, afterward Lord Baltimore, was a Lord Baltimore's 

first colony fails. 

Secretary of State to James I. In 162 1 he planted a 
colony in Newfoundland, which he called Avalon. In 
1627 he went to his colony in Newfoundland, but the 
climate was so cold that in 1629 he went to Virginia. 
Before going to Virginia he wrote to the king, begging 
for territory to plant a colony there. Lord Baltimore 
had become a Catholic at a time when there were 
severe laws in England against Catholics. Even in 
the colonies Catholics were not allowed ; and the Vir- 
ginians took advantage of the orders given them from 
England, and insisted that he must take an oath 
declaring that the king was the head of the 
Church. As a Catholic, he could not do this, 
and the Virginians bade him leave the colony. 
Lord Baltimore returned to England, and 
got the king, Charles I, to give him a slice of 
Virginia north of the Potomac. This country King , ^ 

^ ^ o Maryland grant- 

Charles named Maryland, in honor of the queen, his ed to Lord Bal- 
timore, 
wife. For -this Baltimore was to pay to the king two 

Indian arrows every year. But, before Lord Baltimore 

could send out a colony, he died. '-^- 

The territory was then granted to Maryland planted 

T 1 T-» 1 • "1 1 T J ^y *^^ second 

Lord Baltimore s son, the second Lord Lord Baltimore 
Baltimore. He was given all the pow- 
ers of a monarch. The first settlers 
were sent out in 1633, and reached 
Maryland in 1634. This company was 
composed of twenty gentlemen and 
three hundred laboring-men, and the 
first governor was Leonard Calvert, the second Lord 
Baltimore's brother. Roman Catholic priests were with 




CHARLES I. 




SECOND LORD BALTIMORE. 



SETTLEMENT OF MARYLAND AND THE CAROLINAS. 




at their land- 
ing they set up 
a cross. But there 
were also a good many Prot- 
estants in the party, and Balti- 
more had resolved from the beginning that there should 
be no persecution of any Christians on account of re- 
ligion in his new province. In almost every country in 
the world at that time the established religion, of what- 
ever sort it might be, was enforced by law. 
Early years of The colouists camc in two ships called the Ark 

and the Dove; they settled first at a place which they 
called St. Mary's, on the St. Mary's River, not far from 
the Potomac. They bought from the Indians living on 
the place their village and corn-ground, and for the rest 
of that season they lived in half of the village with the 
Indians. The colony had many troubles and several 



Maryland. 



SETTLEMENT OF MARYLAND AND THE CAROLINAS. 



53 



little civil wars in its first years. These mostly grew out 
of the religious differences of the people. But after a 
while Maryland prospered and grew rich b}^ raising to- 
bacco. 

After the settlement of New England by Puritans, No new colonies 

for thirty years. 

and Maryland by Catholics, there was a period of about 
thirty years in which no new colonies were planted. 
In this period occurred the Great Rebellion in England, 
in which Charles I was beheaded, and his son Charles II 
was kept out of England by the Puritans under Oliver ' 

Cromwell. But, after Cromwell's death, Charles II was 
brought back to the throne of England. This is known 
as the Restoration. It took place in 1660. 

After the Restoration there was a new interest in caroUna granted 

1 • -VT T^ 1 1 c 1 T-\ 1 1 *° eight proprie- 

colonies. JNew York was taken irom the Dutch, and tors, 
new colonies were planned. King Charles II was a 
very thoughtless, self-indulgent monarch, who freely 
granted great tracts of land in America to several 
of his favorites. To some of his courtiers he gave, 
in 1663, a large territory cut off from Virginia on 
the south, which had been known before this time 
as Carolana, but was now called Carolina, from 
Carolus, the Latin form of King Charles's name. 'JT^w^ l''"^^ 
This territory included what we call North and ^'",- ? 

South Carolina. Those to whom this territory was 
granted were called " The Lords Proprietors of Caro- 
lina." There were eight of them. 

In the northeastern corner of this territory, on the Beginning of set- 

111 11 1 tlements in North 

Chowan River, a settlement had been made by people Carolina in 1653. 
from Virginia, under the lead of a minister named Roger 
Green, in 1653. This was ten years before the country 
was granted to these lords proprietors, and the land 




CHARLES It. 



54 



SETTLEMENT OF MARYLAND AND THE CAROLINAS. 




HUGUENOT 
MERCHANT'S WIFE. 



belonged to Virginia when they settled there. A settle- 
ment was made at Port Royal, in South Carolina, in 
1670, but the people afterward moved to where the city 
of Charleston now stands. The foundation of this city 
was laid in 1680. A large number of Huguenots, or 
French Protestants, settled in South Carolina about 
this time. 

The lords-proprietors tried to force on the little 
settlements in the woods a constitution which they had 
prepared. This constitution provided for three orders 
Faiiureofthecon- of uobillty, to bc Called palatines [pal-a-teens'J, land- 

stitution prepared , . p i /n t-» i • c 

for Carolina. gravcs, and caciques l_cas-seeks J. But this system 01 

government worked so badly that it was, after a while, 
given up. 

Growth of South The Carolina colonies grew slowly. But after the in- 

Carolina, and its . . • ,- ^ o i /^ t i 

change of govern- troductiou oi ricc-cuiturc, lu IDQD, South Carolina became 
™^" ■ prosperous. The proprietors, living in England, con- 

ducted the government of the colonies in a selfish spirit, 
and the people disliked their management. In 1719 the 
South Carolina people rose in rebellion and threw off the 
yoke of the lords proprietors. In 1729 the king bought 
out the interest of the proprietors, and after that the 
governors were appointed by the king. They had al- 
ready an Assembly elected by the people to pass laws. 




'^ How large was the territory of Virginia at first ? What part of 
this territory was taken by the Dutch ? How was the territory of Vir- 
HUGUENOT MERCHANT, ^j^j^ ^^^^ ^^^ j^^^,^ P ^^,^^ ^^^^ Gcorge Calvert } Where did he 

plant his first colony ? What did he call it ? What was George Calvert 
called after he had been made a lord ? What made Lord Baltimore give 
Questions or ^^ ^^^ colony of Avalon in Newfoundland } In what year did he go 

to Virginia ? What did he write to the king before he went there ? 
What was Lord Baltimore's religion ? How were Catholics treated 
in England at that time } Were they allowed to live in the colonies ? 
What oath did the Virginians ask Baltimore to take? Why could he not 



SETTLEMENT OF MARYLAND AND THE CAROLINAS. 



55 



take it ? When he refused, what did they do ? When Lord Bal- 

timore got back to England what did he get from the king ? What 
name did the king give to Baltimore's new province ? In whose honor 
was it named ? What payment did Lord Baltimore have to make to the 
king for Maryland ? What happened to the first Lord Baltimore ? To 
whom did the province go then ? What powers were given to Lord Bal- 
timore and his successors ? In what year did the first colony 
reach Maryland ? Of what sort of men was it composed ? (Who are 
most important in settling a new colony, gentlemen or laboring-men ?) 
Who was governor of the first colony ? What ministers of religion were 
with them ? What did they set up at their first landing ? Were all the 
people who came Catholics ? What plan did Lord Baltimore have 
about persecution for religion ? Was religious liberty common at that 
time? Do you remember the names of the two ships that 
brought over the Maryland people ? (Can you think why they were so 
named ?) Where did the Maryland people settle ? How did they get 
their land ? What was the cause of most of the disturbances in the 
early years of the Maryland colony ? What crop did the Maryland colo- 
nists raise ? After the beginning of New England by the Puri- 
tans, and of Maryland by the Catholics, there was a period in which no 
new colonies were planted : how long was this period ? What took place 
in England during this time ? What king was beheaded ? Who was 
the leader of the Puritans in "this rebellion ? What king was kept out of 
England while Cromwell lived ? In what year was Charles II brought 
back ? What was this bringing back of the king called ? After 
the Restoration what plans about the colonies were set on foot ? What 
kind of a king was Charles II ? What tract of land did he give to 
certain courtiers ? What had this southern territory been called before 
this time ? What was it now called ? Which two of our States were 
included in this Carolina grant ? What were those to whom this grant 
was made called ? How many lords-proprietors of Carolina were there ? 
Were there any people living in Carolina when this gift was made ? 
Where were they settled ? In what year did they 
settle on the Chowan River ? Who was their 
leader? Where was a settlement made in 167Q? 
Where did these people afterward remove to? 
In what year was Charleston begun ? Who 
tried to arrange a constitution for the Carolina 
settlements ? How many orders of no- 
bility did this provide for ? What were 
to be their titles ? Why was this consti- 
tution given up ? Did the Caro- 
lina settlements grow rapidly at first ? 
What grain was introduced in 1696 ? 




Charleston. 1680. 
Royal, 1670. 



56 



SETTLEMENT OF MARYLAND AND THE CAROLINAS. 




What was the effect of rice-culture in South Carolina ? In what spirit did 
the proprietors conduct their government ? In what year did South Caro- 
lina overthrow the government of the proprietors ? What took place 
in 1729? How were the Carolina colonies governed after that period? 

Part I: Marj'land. Tell about — 

1. The first Lord Baltimore and his colony in 
Newfoundland. 

2. The second Lord Baltimore and his grant. 

3. The coming of the colony. 
Also : a. What king made the grant .•" 

b. What was the religion of the Balti- 
mores .'' 

c. What laws did they make about religion .'' 

d. Why was the colony called Maryland ? 
The Carolinas. Tell about — 




■A ",). 



vy 



St. Mary's^ 
1634. 

,Jait>estc^n/-l607 



Part II 
Study by topics. I. The lords-proprietors. 

2. The first settlement of North Carolina. 

3. The first settlement of South Carolina. 

4. The constitution. 

• ■ 5. The change of government. 

Also : a. What king granted Carolina .'' 

b. Why was it called Carolina ? 

c. What three orders of nobility were established ? 

George Calvert, afterward Lord , planted his first colony, called 

Avalon, in . Finding the climate too cold, he' went to , in 1629. 

He got the king to give him a part of , north of the river. In 

the year he sent a colony to this province, which he called , in 

honor of the . In religion Lord Baltimore was a . 

The king gave Carolina to proprietors in . But a settle- 
ment had been made in North Carolina, in , under the lead of . 

Another settlement was made at , in South Carolina, in 1670, but 

these people afterward removed and settled the city of , in South 

Carolina. This city was begun in . The cultivation of , which 

was introduced in , made South Carolina prosperous. 

Geography. The sketch-map prepared for the chapters on the settlement of Virginia may be 

used. Extend the coast -lines, if not previously drawn, to include Maryland. Enter 
the da'- .634 at St. Mary's. Then put the initial A where Annapolis now stands, 
and B where Baltimore is, in order to fix relative positions. Draw a new sketch-map 
of the coast of North and South Carolina and Georgia. At Chowan River, in Albe- 
marle Sound, enter the date 1653. At Port Royal, S. C, 1670. At Charleston, 1680. 
Then draw a line through the figures 1670, at Port Royal, to show that this settle- 
nient was given up. These maps may be made on the blackboard. 



Skeleton si-rn- 
mary of Pa t I. 



Skeleton sum- 
mary of Part II. 




SCOTCH WOMAN. 

Conquest of 
New Jersey, and 
its division. 



QUAKERS IN THE JERSEYS AND PENNSYLVANIA. ^H 



CHAPTER XI. 

The Coming of the Quakers and Others to the Jer- 
seys and Pennsylvania. 

Before the Dutch colony of New Netherland was 
conquered by the English, in 1664, it was given by 
Charles II to his brother, the Duke of York, who after- 
ward became King of England as James II. James 
kept that portion of it that is now called New York to 
himself. What we call New Jersey he gave to Lord 
John Berkeley and Sir George Carteret, who, after a 
few vears, sold their interest to others. The colony 
already contained several settlements of Dutch and 
Swedes. In 1674 New Jersey was divided into East 
Jersey and West Jersey. 

It was a time of religious persecution. Many peo- Persecuted peo- 

pie from Scot- 

ple emigrated to the colonies in order to get a chance land come to 

Nsw iGrscv* 

to be religious in their own way, and the proprietors 
of the New Jersey colonies promised to all who came 
liberty to worship in their own way. The people of 
Scotland, who were Presbyterians, suffered horribly 
from persecutions after the restoration of Charles II, 
and East Jersey received many Scotch emigrants, driven 
out of their own country by the cruelty of the gov- 
ernment. Some people from New England also moved 
into East Jersey. 

The religious sect most severely persecuted in Eng- 
land after the restoration of the king was the Soci- 
ety of Friends, whose members are sometimes called 
Quakers. Some of these came to East Jersey. West 
Jersey was bought by certain leading Friends, and a 




5« 



QUAKERS IN THE JERSEYS AND PENNSYLVANIA. 



Quakers come 
to East and 
West Jersey. 



Pennsylvania 
granted to 
■William Penn. 



great many members of that society flocked to this 
province, where they established a popular form of gov- 
ernment. 

Just across the Delaware River from West Jersey 
was a territory not then occupied except by a few 
Swedes, who had come over long before to the old 
colony of New Sweden. Among those who had to do 
with the management of the West Jersey colony was a 
famous Quaker minister named William Penn. His 
father had been a great sea-commander, and William 
Penn had a claim against the King of England for a 
considerable sum of money due to his father. The king 
was in debt, and found it hard to pay what he owed. 
William Penn therefore 

persuaded Charles II to WilUam Penn was bom in Lon- 

don in 1644, so that he was thirty-seven 
settle the debt by grant- years oM when Pennsylvania was set- 

. tied. He was the son of Admiral Will- 

ing him a territory on the iam Penn, who was celebrated for the 

• 1 f , 1 • r~v 1 part he took in the wars between the 

west side of the river Dela- English and Dutch. Penn first came 

under the influence of the Friends or 
Quakers while he was a student at Ox- 
ford, and he was expelled from the uni- 
versity, with others, for the resistance 
they made to certain religious ceremo- 
nies introduced at that time. His father 
sent him to Paris, and he became an 
accomplished man of the world. He 
afterward became a Friend, which so 
mortified his father that the admiral 
turned him out of his house, but later he 
became reconciled to him. Penn was 
repeatedly imprisoned, and he boldly as- 
serted in the English courts the great 
principle of religious liberty. He trav- 
eled into Wales, Ireland, Holland, and 
Germany, in his preaching journeys, and 
many of his acquaintances in those coun- 
tries afterivard came to Pennsylvania. 
Though Penn would never take off hLs 
hat in the presence of the king, he had 
considerable influence at court, which he 
used to lessen the sufferings of the Quak- 
ers and others. Penn died in 1718. 




WILLIAM PEMM. 



QUAKERS IN THE JERSEYS AND PENNSYLVANIA, m 

ware. This the king called Pennsylvania, which means 

something like Penn's Forest. The name was given in 

honor of Penn's father, the admiral. 

What is now the State of Delaware was also put Delaware deliv- 
ered to Penn, 

under Penn's government by the Duke of York. Every- 
thing was done with ceremony in those days. When 
Penn got to New Castle, in Delaware, its government 
was transferred to him in the following way : The key to 
the fort at New Castle was delivered to him. With this 
he locked himself into the fort and then let himself out 
in sign that the government was his. To show that the 
larid with the trees on it belonged to him, a piece of sod 
with a twig in it was given to him. Then a porringer 
filled with water from the river was given to him, that 
he might be lord of the rivers as well as of the land. 

Penn sent his first emigrants to Pennsylvania in 1681. p^"" settles 

Pennsylvania. 

Philadelphia, where they landed, was yet a forest, and 
the people had to dig holes in the river-banks to live in 
through the winter. • Nearly thirty vessels came to the 
new colony during the first year. 

Although Pennsylvania was the last colony settled ex- Rapid growth of 

. . Pennsylvania. 

cept Georgia, it soon became one of the most populous 
and one of the richest. Before the Revolution, Philadel- 
phia had become the largest town in the thirteen colo- 
nies. This was chiefly owing to the very free govern- 
ment that William Penn founded in his colony. Not only 
English, but Welsh and Irish people, and many thousands 
of industrious Germans, came to Pennsylvania. People 
were also attracted by the care that Penn took to main- 
tain friendly relations with the Indians, and to satisfy 
them for their lands. Another thing which drew peo- 
ple both to Pennsylvania and New Jersey was the fact 



6o 



QUAKERS IN THE JERSEYS AND PENNSYLVANIA. 



The two 
Jerseys united. 



that the land was not taken up in large bodies, as it 
was in New York and Virginia, for instance. In Penn- 
sylvania and New Jersey the poor man could get a farm 
of his own. 

By the sale and division of shares, the proprietaries of 
both East and West Jersey became too numerous to 
manage their governments well, and at length disorders 
arose which they were not able to suppress. In 1702 the 
government of both provinces was transferred to Queen 
Anne, and East and West Jersey were again united into 
the one province of New Jersey. But even to this day, 
in common speech, one sometimes hears the State of 
New Jersey spoken of as " The Jerseys " by people who 
do not know that two hundred years ago there were two 
colonies of that name. Pennsylvania remained in the 
hands of the Penn family, who appointed its governors 
till the American Revolution. 




TREATY-BELT GIVEN BY THE INDIANS TO PENN. 



Questions for 
study. 



To whom was the Dutch colony of New Netherland given before it 
was conquered by the English ? In what year was it conquered ? How 
was the Duke of York related to King Charles II ? What part of New 
Netherland did the Duke of York keep for himself.' Having retained 
New York, what part of his province did he give to Berkeley and Car- 
teret ? Were there any settlements in New Jersey at this time ? How 
did the Dutch and Swedes come to be there before the English ? What 
did Berkeley and Carteret do with their interest in New Jersey .-' In what 
year was New Jersey divided .■* When it was divided in 1674, what were 
the two parts called ? What caused many people to come to the 

colonies at this time? What promise did the proprietors of East and 
West Jersey make to those who should settle in their colonies ? What 
took place in Scotland after the Restoration.'' In which of the Jersey 



QUAKERS IN THE JERSEYS AND PENNSYLVANIA. 



61 



colonies did many of the persecuted Scotch settle ? From what part of 
America did settlers emigrate to East Jersey? What religious sect 

was most severely persecuted at this, time ? Where did some of these 
come to ? Who bought West Jersey ? When West Jersey had come 
into the control of some leading members of the Society of Friends, what 
tooii place ? What kind of a government did the Quakers establish in 
West Jersey ? What is said of the country on the other side of 

the Delaware River from West Jersey ? When had the few Swedes 
come to this place ? What famous member of the Society of Friends 
had a hand in the management of West Jersey ? Whose son was Will- 
iam Penn ? What claim did Penn have against the king? What did 
Charles II give to William Penn instead of the money due to him? In 
what year was this territory west of the Delaware given to Penn ? What 
did the king name the new province? What does Pennsylvania mean ? 
In whose honor was it named ? Who put the country which we 

now call Delaware under Penn's government ? Tell by what ceremony 
Delaware was delivered to Penn. In what year did William Penn 

send out his first settlers ? In what kind of houses did the settlers of 
Philadelphia live at first ? How many vessels came to the colony the 
first year? What is said of the growth of Pennsylvania? What 

was the largest town in the thirteen colonies some years before the 
Revolution ? What was there about the government of Pennsylvania 
that attracted people ? What people besides English came to Penn- 
sylvania ? What was there in the relations of Pennsylvania with the 
Indians that made people like to live there ? What about the way 
the land was taken up in Pennsylvania and New Jersey ? How 

did East and West Jersey come to be managed by many proprie- 
tors ? What happened from this ? When the disorders became so 
great that the proprietors could not put them down, what did they 
do ? In what year was New Jersey transferred to the queen ? Who 
was Queen of England in 1702? Did East and West Jersey remain 
apart ? What phrase do we sometimes hear now that reminds us of 
the existence of two Jerseys two hundred years 
ago? Until what period did the Penn family 
govern Pennsylvania? 

Tell about — 

1. The conquest of New Jersey and its 

division. 

2. The settlement of East Jersey by Scotch, 

New-Englanders, and Friends. 

3. The coming of Friends to West Jersey. 

4. William Penn and his colony. 

5. The reunion of New Jersey. 




study by topics. 



62 QUAKERS IN THE JERSEYS AND PENNSYLVANIA, 

Skeleton sum- New Netherland was taken from the in 1664. The part of it now 

""^"■y- called was given by the Duke of to Lord John and Sir 

George . Berkeley and Carteret afterward sold their shares to others, 

and New Jersey was divided into two colonies, called . Many perse- 
cuted Presbyterians from settled in East Jersey. West Jersey was 

settled mostly by members of the Society of , often called . 

Among those who managed West Jersey was , the son of Admiral 

Penn. To him the king gave a province called . This province was 

mostly settled by . Besides English settlers, there were , and 

• , and . Its chief city, called , was first settled in . 

Geography. On the sketch-map of the middle colonies let a line be drawn, as in the sub- 

joined map, to mark the division between East and West Jersey. Mark the site of 
New Castle, in Delaware. Mark the site of Philadelphia, and put in the date, 1681. 



CHAPTER XII. 

The Settlement of Georgia, and the Coming of the 
Germans, Irish, and French. 

Georgia pro- Penn's Settlement at Philadelphia was made, as we 

jected. _ , ' 

have seen, in 168 1. This was seventy-four years after the 
settlement of Jamestown. In seventy-four years, which is 
less than a long lifetime, all the colonies were begun ex- 
cept one. But after the settlement of Pennsylvania there 
passed fifty-one years more before 
another colony was begun. As the 
borders of Carolina were supposed to 
reach to the Spanish territory in Flor- 
ida, and as New England touched 
the French .territory in Canada, there 
appeared to be no room for any more 
colonies, until it was suggested to 
General Oglethorpe that a slice might be taken off the 
south side of South Carolina, and a new colony be wedged 
in between Carolina and the Spanish colony in Florida. 




THE SETTLEMENT OF GEORGIA. 



63 



General Oglethorpe was a very benevolent man, but General ogie- 

, . . ., , . r T re TT thorpe's plans 

much given to impossible projects 01 dinerent sorts. He for Georgia, 
did not propose that the new colony of Georgia should be 
a source of profit to anybody. He put on its seal a motto 
in Latin, which meant " Not for ourselves, but for others," 




A GEORGIA ROAD, 



■ V- 

with a device of silk-worms 
spinning. He wanted to provide a 
home for ruined debtors, and a place 
of refuge for persecuted Protestants " . 

from other countries. He also expected to make Geor- 
gia a military barrier against the encroachments of the 
Spaniards from Florida, who laid claim to all of South 
Carolina. Besides this, he proposed to raise silk-worms 
in Georgia, so that the English would not need to pay 
money to the Italians for their silk. He also resolved to 
keep out all slaves, and to forbid the bringing in of rum, 
that the people might not be idle or intemperate. Many 



64 



THE SETTLEMENT OF GEORGIA. 



First settlement 
of Georgia at 
Savannah. 




James Edward Oglethorpe was 
born in London in 1688. He was in the 
war of the Austrians against the Turks 
in 1716, and held a command under 
'^rince Eugene in the brilliant and des- 
perate campaign of 1717, which ended 
in the surrender of Belgrade. He re- 
turned to England in 1722, and served in 
Parliament for thirty-two years after- 
ward. He was opposed to imprisonment 
for debt, and did much to improve the 
condition of poor debtors. He was also 
interested in the efforts then made to 
convert the black slaves in the colonies. 
In planting Georgia, his views were most 
benevolent, but the broken-down debtors 
that he took over at first were not the 
kind of men to begin a new state with. 
Oglethorpe was over ninety-six years old 
when he died. 



PiPER TO A HIGHLAND 
REGIMENT. 



Oglethorpe's 
plans cause dis- 
satisfaction. 



The government 
transferred to 
the king. 



thousands of pounds were 
given by benevolent people 
to help on this good work. 
Parliament also voted a do- 
nation to Georgia. 

In 1732 Oglethorpe took 
out his first company of a 
hundred and sixteen peo- 
ple, with whom he began 
the town of Savannah in 
1733. Others were add- 
ed, among whom were 
a regiment of Scotch 

Highlanders, some Hebrews, and some persecuted 
Germans. Oglethorpe bore hardship with the rest, 
and by brilliant management defeated the Spaniards 
when they attacked his colony. 

But the people, after a while, became dissatisfied. 
They were not allowed any hand in making their own 
laws. No man, unless he brought white servants, was 
permitted to own more than fifty acres of land, and this 
land he could not sell or rent or divide among his chil- 
dren. His oldest son took it at his death ; if he had no 
son, it went back to the trustees of the colony. It was 
thought that by this means the evils of wealth and pov- 
erty would be prevented. But, like all such attempts, 
this proved a failure, because the people felt that such 
laws interfered with their just liberties, and took away 
all inducements to the improvement of their property. 
The complaints of the settlers became very bitter, and 
many of them left the colony. In 1752, twenty years 
after the beginning of the settlement, the trustees sur- 



THE SETTLEMENT OF GEORGIA. 



65 



rendered the government to the king. After that, Geor- 
gia was not different from the other colonies. One 
might own as much land as one could get, and sell or 
lease it at one's pleasure. Rum also came in, which cer- 
tainly was no advantage. Slaves were bought, and rice 
and indigo plantations, like those of South Carolina, were 
established. 

The Germans that came to Georgia were not by any The coming of 

, r 1-1 • ^ • i-iT^Ti *^^ Germans. 

means the hrst 01 these industrious people in the bngiish 
colonies in America. There were many little sects in 
Germany at that time, and these suffered much persecu- 
tion, from which they were glad to flee. The laws of 
Pennsylvania promised them freedom. Some of these 
sects were opposed to war, and their members emigrated 
to Penn's colony, where military service was not re- 
quired, because the Society of Friends was also opposed 
to war. The tide of German emigration became greater 
and greater after this ; thousands of Germans coming to 
Pennsylvania to escape the miseries brought on them by 
persecution and the wars which desolated their country. 

In three years, during the reign of Queen Anne, there The arrival of 
came to England thirteen thousand poor people from Ge^rmans. 
that part of Germany called the Palatinate. These peo- 
ple were called Palatines ; they were seeking to be sent 
to America. Some of these were dispatched to Virginia, 
some to the Carolinas, and some to Maryland. About 
four thousand were sent to New York to make tar and 
pitch. So wretchedly were they cared for that seventeen 
hundred of the four thousand died at sea or soon after 
landing. The rest were settled on the Hudson River, 
where the descendants of some of them are to-day. 
Some went to the wilderness farther west. They were 




GERMAN 
COUNTRY MAN 
OF THAT TIME. 




GERMAN 
COUNTRY WOMAN 
OF THAT TIME. 



66 



THE SETTLEMENT OF GEORGIA. 






OF 


IRISH MAN 
THAT TIME 




Irish 
to the 


immigran 
colonies. 


ts 



The migration to 
the southward. 




.IRISH WOMAN 
OF THAT TIME. 



The coming of 
the Huguenots. 



badly treated in New York, and only allowed ten acres 
of land apiece. Three hundred of them, hearing that 
1^^ Germans were well received in Pennsylvania, made a 
bold push through the backwoods of New York, down 
the rivers that flowed into Pennsylvania. From that 
time Germans avoided New York, and thronged more 
than ever into Pennsylvania. 

The Irish that came before the Revolution were 
mostly Presbyterians in belief. They had been perse- 
cuted in order to force them into the Church of Eng- 
land. Some of them came to New England about 171 8, 
introducing there the spinning of fiax and the planting 
of potatoes. There was not a colony to which they 
did not go, but the greatest tide of L^h immigration 
poured into Pennsylvania. Five thousand Irish immi- 
grants arrived in the city of Philadelphia in the year 
1729. Many of them were bold and enterprising pio- 
neers, opening the way into unknown regions, and show- 
ing great courage in fighting with the Indians. 

Pennsylvania filled up with great rapidity, and, when 
the later Indian wars laid waste its frontiers, ipany of the 
German and Irish settlers moved southward into the 
mountain-valleys of Virginia. Then, following the lines 
of open prairies and Indian trails, this stream of people 
went onward into the Carolinas. The Irisli, indeed, and 
their children born in America, pushed southward until 
they had filled whole counties in North and South Caro- 
lina. They also pushed over the Alleghanies into the 
Western country. 

The Huguenots, or French Protestants, rendered un- 
happy by the civil wars and persecutions of the time, 
came to the colonies in large numbers. They settled in 



THE SETTLEMENT OF GEORGIA, 



67 




almost every colony, but more largely in South Carolina 
than elsewhere. 

Notwithstanding the multitudes of Germans, Irish, The English the 

most numerous. 

French, and Scotch that came to the colonies, those who 
came from England formed much the largest part of 
every colony. 



From the beginning of the first colony at Jamestown in 1607 to the 
settlement of Pennsylvania in 1681 was how many years ? [Subtract 1607 
from 1 68 1.] Was Pennsylvania the last colony? From the beginning of 
Pennsylvania — the next to the last colony— to the beginning of Georgia, 
the last colony, was how many years ? [Subtract 1681 from 1733.] What 
nation had a colony in Florida? What nation had a colony in Canada? 
Did the English colonies, as marked out, occupy all the space between ? 
Where did General Oglethorpe think of putting in a new colony? 

What kind of a man was Oglethorpe ? Did he propose to make a 
profit out of the new colony of Georgia? What motto did he put on the 
seal of the colony ? What device ? What two classes of people did Ogle- 
thorpe expect to benefit by founding this colony ? What military purpose 
was the colony to serve ? What did he propose to accomplish with silk- 
worms in Georgia? What did he resolve concerning slaves ? What do- 
nations did the new colony receive ? In what year did General 
Oglethorpe take out his first company ? How many people were there 
in it? Where did he settle these people? Among others who came 
afterward, what kind of people are mentioned ? What is said of Ogle- 
thorpe's endurance of hardships ? With what result did he fight with 
the Spaniards ? Were the people contented ? What share did they 
have in making their own laws ? How much land was each man 
allowed to own ? What could he not do with this land ? What be- 
came of the fifty acres when the man died ? What became of it if he 
had no son ? What did Oglethorpe and the other trustees hope to do 
by tying the land up in this way ? How did the people feel about it ? 
What resulted from the dissatisfaction of the settlers ? What dispo- 
sition did the trustees make of the colony of Georgia in 1752? What is 
said of the land system after that ? What of rum ? What of slaves ? 

Were the Germans that came to Georgia the first of their people to 
settle in America ? What is said of the numerous sects in Germany at 
this time ? What did the laws of Pennsylvania promise to these perse- 
cuted people? What is said about those sects that disliked war? What 
miseries did thousands of Germans flee from ? What people were 

those that came to England in the reign of Queen Anne ? Why were 
6 



FRENCH 
COUNTRY MAN 
OF THAT DAY. 



Questions for 
study. 




FRENCH 
COUNTRY WOMAl 
OF THAT DAY. 



68 



THE SETTLEMENT OF GEORGIA. 



they called Palatines? What were they seeking for? To what colonies 
were they sent ? How many were sent to New York ? How were they 
treated in New York Colony ? Where did some of them go to ? How 
did these three hundred get to Pennsylvania ? What effect did this have 
on Germans coming afterward ? What was the religion of most 

of the Irish who came before the Revolution ? Why did they leave Ire- 
land ? In what year did the Irish come into New England ? What did 
they introduce to New England in 1718? To how many of the colonies 
did they go? To which colony did the greatest tide of Irish immigration 
go? How many arrived at Philadelphia in 1729? What was their char- 
acter? Where did the Germans and Irish go from Pennsylvania 
when the Indian wars broke out ? How did the Irish settlers get through 
the wilderness into North and South Carolina ? What mountains did 
they cross into the Western country ? Who were the people 
called Huguenots? What made them leave France? In what colonies 
did they settle ? What colony had the largest number of these settlers ? 
From what country did the largest number of settlers in every colony 
come ? (What language do we speak in the United States ? Why do 
we speak English?) 



Study by topics. 



Tell about- 



Part I. I. Oglethorpe. 

2. Georgia — its location and settlement. 

3. Georgia — the objects for which it was settled. 

4. Georgia — its peculiar laws at first. 
Part II. I. The Germans — why they came. 

2. The Germans — those called Palatines. 

3. The Irish in New England. 

4. The Irish in Pennsylvania. 

5. The Southern migration 

of Irish and Germans. 

6. The Huguenots. 

Geography. Let the pupil trace the coast-line of Georgia, 

and mark the site of Sa- 
vannah, putting- down the 
date, 1733. Either on the 
sketch-map or some other, 

the relative position of ^ \ ^\ ^ 

Pennsylvania, Maryland, ^ , L T'V "nR-cj^^ 

Virginia, North Carolina, 
and South Carolina should 
be pointed out, to illus- 
trate the migration south- 
ward from Pennsylvania. 





harleston,i680, 
on Royal, 1670. 
Savannah, 1732. 



REVIEW OF DISCOVERY AND SETTLEMENT. 



69 



FIRST REVIEW.— DISCOVERY AND SETTLEMENT, 
{May be used on the blackboard.) 



Discovery by 
Columbus. 



Other Discov- 



Ralegh's Ex- 
peditions. 



Beginnings of 
Virginia. 



Pilgrims and 
Puritans. 



The Dutch 
and Swedes. 



What was he looking for } 
Objections offered to his plan. 
His first voyage and return. 1492. 
His other voyages. 

North America by Cabot. 1497. 
To India by Good Hope, by Gama. 
South America by Columbus. 1498 
Pacific Ocean by Balboa. 1513. 
Round the world by Magellan. 1 520 

Under Amidas and Barlowe. 1 584. 
Under Grenville and Lane. 1585. 
Under John White. 1587. 

Arrival and sickness. 1607. 

John Smith and his adventures. 

The starving-time. 

Shipwreck of Gates and his arrival. 

Arrival of De la Warr. 

Dale's government, 

Pocahontas. 

The great charter. 1618, 

Division of land. 

Sending of wives. 

Indian massacre. 1622. 

Pilgrims in England and Holland. 
The Voyage in the Mayflower. 1620. 
The Pilgrims at Plymouth. 
New Hampshire and Maine. 1623. ' 
Coming of first Puritans to Salem. 1628. 
The bringing of the charter. 1630. 
Settlement of Connecticut and New Haven. 
Settlement of Rhode Island. 

Hudson's voyage. 1609. 

Dutch settlement. 1623. 

Swedish settlement. 1638. 

Conquest of New Sweden by the Dutch. 1655. 

Conquest of New Netherland by the English. 1664. 




70 



REVIEW OF DISCOVERY AND SETTLEMENT, 



Settlement of 
Maryland. 



The Carolinas 
settled. 



Settlement of 
New Jersey. 



Settlement of 
Pennsylvania. 

Settlement of 
Georgia. 



Race Elements. 



r 



Lord Baltimore and his colony in Newfoundland. 

Maryland granted. 

Colony begun at St. Mary's. 1634. 

North Carolina settled as part of Virginia. 1653. 
Charter to eight proprietors. 1663. 
Beginning of settlements in South Carolina. 1670. 
Change of government. 1719 and 1729. 

Its conquest from the Dutch. 1664. 
The Jerseys divided. 1674. 
The Scotch come to East Jersey. 
New-Englanders and Friends in East Jersey. 
The coming of Quakers to West Jersey. 
The Jerseys united again. 1702. 

William Penn and the king. 
William Penn's colony. 1681. 

General Oglethorpe's colony. 1733. 
What Oglethorpe proposed to do. 
Dissatisfaction of the people. 
Change of government. 

The Germans — why they came, how, and where. 

The Irish — why and where. 

Southward movement of Irish and Germans. 

French Huguenots. 

Encrlish the most numerous. 



Pilgrims or 

Separatists 
Puritans 



Diagram of Emigrations on account of Persecution. 

(^For the blackboard?) 

\ from \ ^"g^'^"'^ ^y ^^^y } to Plymouth Colony. 
( ( of Holland S ^ 

from England 
from Massachusetts 



Dissenting 
Puritans 
Roman Catholics from England 



to Massachusetts, 
to Rhode Island. 



Huguenots 



Presbyterians from 



from France 

Scotland and 



to 



Ireland 



Lutherans 
other sects 



'"^"^ \ from \ <^ermany and ) ^^ \ Y 
;ts ) ( Switzerland ' ( 



to Maryland. 

New York, South Caro- 
lina, and other colonies, 
r New Jersey, Pennsylva- 
to \ nia, the Southern colo- 
nies, and elsewhere, 
ennsvlvania, and thence 
southward. 



HOW THE INDIANS LIVED. 



71 




CHAPTER XIII. 



How the Indians Lived. 



Before the white people settled "^he Indians. 
America it was inhabited by many 
tribes of the people we call Indians. 
They were called Indians because the 
first discoverers believed America to 
be a part of India. The Indian is of 
a brown or copper color, with black 
eyes and straight hair. 
In what is now the United States the clothing of the The dress of the 
Indians was mostly made of deer-skin. A whole deer-skin 
was thrown about the shoulders, a strip 
of the same material was hung about the 
loins, and the leggins worn in winter 
were also of deer-skin. Some of 
the Southern Indians wore man- 
tles woven from the 
fiber of a plant 
which now 
grows 

in gardens un- 
'" der the name of 

" Spanish bayonet," but 
which in that day was called 
" silk-grass." The women wore 
deer-skin aprons. Women of 
the Northern tribes wore mantles of bea- 
ver-skins. Shoes, or moccasins, were of deer-skin, some- 
times embroidered with porcupine-quills or shell beads. 





INDIAN CHILDREN 

PLAYING THE GAME OF 

DEER AND WOLF. 



72 



HOW THE INDIANS LIVED. 



STRINGS OF 
WAMPUM. 



The Indian warriors were fond of staining their 
faces in stripes, spots, and splashes of red, yellow, and 
blue. Some of the Virginia Indians wore bears' or 
hawks' claws, and even living snakes, dangling from 
their ears ; and sometimes, also, the savage Indian war- 
rior would wear the dried hand of his dead enemy in 
the same way. The use of such ugly adornment was 
to make the savages seem as fierce and terrible as 
possible. Both men and women decorated themselves 
with beads, which they made from sea-shells. These 
were called " wampum," and were worn in strings, or 
wrought into belts, necklaces, and bracelets. Wampum 
was also used among them as money, and as presents 

in making treaties 
between the tribes. 




ZUNI INDIAN WOMAN MAKING POTTERY. 



Indian houses, or wigwams, were mere tents of bark 
or of mats, supported by poles. Among the Indians of 
the Western prairies, skins of animals were used to cover 
the Indian houses. Indian wigwams were not divided into 
rooms. The inmates slept on the ground, or sometimes 



HOW THE INDIANS LIVED. 



73 




MANNER OF BOILING IN AN EARTHEN POT. 



on raised platforms. The fire was built in the middle of 
the wigwam, and the smoke found its way out through 

an opening at the top. In 
some tribes long arbor- like 
houses were built of bark. In 
these there were fires at reg- 
ular intervals. Two families 
lived by each fire. 

The Indians had very little 
furniture. There were a few 
mats and skins for bedding. 
Some tribes had for house- 
hold use wooden vessels, which 
they made by burning and 
scraping out blocks of wood, 
little by little, with no other tools than shells or sharp 
stones. These Indians cooked their food by putting 
water into their wooden kettles and then throwing in 
heated stones. When the stones had made the water 
hot, they put in it whatever they wished to cook. Other 
tribes knew how to make pots of earthenware ; and 
yet others cut them out , 
of soap - stone. Vessels 
of pottery and soap-stone 
could be set over the 
fire. Often fish and meat 
were broiled on sticks 
laid across above the fire ; 
green corn was roasted 
under the ashes, as were 
also squashes, and vari- 
ous roots. Indian corn, 




INDIAN BOTTLE OF. 

POTTERY FROM 

ARKANSAS. 



Furniture of wig- 
wams, and modes 
of cookery. 





AN INDIAN VASE- 



INDIAN MANNER OF BROIUNQ IN 1686. 



74 



HOW THE INDIANS LIVED. 




Indian agricult- 
ure. 




put into a mortar and 
pounded into meal, was 
mixed with water and 
baked in the ashes, or 
boiled in ^ a pot. Some- 
times the meal was parched 
and carried in a little bag, 
to be eaten on a journey. 
A few tribes near to salt 
springs had salt, the rest 
used leaves of several sorts 
for seasoning. 

For tilling the ground 
the Indians had rude tools ; 
their hoe was made by at- 
taching to a stick a piece 
of deer's horn, or the shoul- 
der-blade bone of an ani- 
mal, or the shell of a turtle, 
a bit of wood, or a flat 
stone. They raised Indian 
corn, beans, squashes, and 
tobacco. They prepared 
the ground by girdling 
the trees so as to kill 
them ; sometimes they 
burned the trees down. 

Some tribes had rude 
axes for cutting small trees ; 
The handle of 
by tying a stick 
withe about it. 



The coming of the white people made 
great changes in the Indian life. The 
furs and skins, which the Indians did not 
value except foi necessary clothing, were 
articles of luxury and ornament of great 
value in Europe. Many a half-starved 
Indian was clothed in furs that a Euro- 
pean prince would have prized. The 
savage readily exchanged his beautiful 
beaver coat for a bright-colored blanket, 
and thought he had made a good bar- 
gain, though his furs were worth to the 
white man the price of many blankets. 
The cheap glass beads and tiny bells, 
such as the people of old time hung about 
the necks of the hawks with which they 
hunted birds, were grecitly prized by sav- 
ages. Jews-harps were also much liked 
by them, and were sometimes used in 
paying them for land. The Indian who 
could possess himself of a copper kettle 
was a rich man in his tribe. The cheap 
iron hatchets of the trader drove out the 
stone axes, and knives were eagerly 
bought, but guns were more sought after 
than anything else ; and, though there 
were many laws against selling fire-arms 
to the Indians, there were always men 
who were glad to enrich themselves by 
this lawless trade. The passion of the 
savage for intoxicating drinks was so 
great that evil men among the traders 
were often able to strip them of all their 
goods by selling them strong liquors. 
The white settlers generally bought the 
land they occupied from the Indians. 
As land was not worth much, the price 
paid was trifling. Manhattan Island, on 
which New York now stands, was sold 
to the Dutch, by the Indians, for about 
twenty -four dollars. The land -sales 
made trouble, for the lines were not well 
defined, and were often matters of dis- 
pute. The Indians did not understand 
business, and they sometimes had to be 
paid over and over again for a piece of 
land. 




these were made of stone, 
the stone axe was formed 
to it, or by twisting a green 
Sometimes an Indian would 



INUIAN GIRL WITH BASKETS 



now THE INDIANS LIVED. 



75 




INDIAN KINDLING FIRE. 



split open a growing young cutting-toois. 
tree and put the axe into 
the cleft ; when the tree 
had grown fast around the 
axe he would cut it down 
and shorten it to the prop- 
er length for a handle. 
The Indians had no iron. 
For knives they had pieces 
of bone, sharp stones, and 
shells. 
The Indian procured fire Making fire, 
twirling the end of a stick 
against another piece of wood. To give 

this twirling stick a quick motion, he wrapped a bow- 
string about it, and then drew the bow swiftly to and fro. 
The most remarkable product of 

Indian skill was the canoe ; this was 

made in some tribes by burning 

out a log, little by little, and 

scraping the charred parts with 

shells, until the " dug-out " canoe 

was sufficiently deep and rightly 

shaped. Many canoes made 

in this way, without any 

other tools than shells 

and sharp stones, would 

carry from twenty to 

forty men. The North- 
ern tribes constructed a 

more beautiful canoe, of 

white- birch bark, stretched piute indian girls with water-jars. 



Canoes. 




^6 HOW THE INDIANS LIVED. 

on slender wooden ribs, and sewed together with roots 
and fibers. Such canoes were made water-tight by the 
use of gums. 



One Indian is seen scraping out the 
charred wood, another is fanning the 
fire, while a third is burning down a 
tree to begin a new canoe. 




Division of labor. Amoug the ludiaus, the hardest work fell to the 
women. Hunting, gambling, and making war, were the 
occupations of the men. The male Indian was from 
childhood trained to war and the chase. Game and fish, 
with such fruits, nuts, and roots as grew wild in the 
woods and swamps, were the principal dependence of 
the Indians for food. As they suffered much from 
hunger and misery, the population of the country was 
always thin. 

Wars between Moreovcr, thc coutiuual wars waged between the 

the tribes. " 

various tribes, in which women and children as well 
as men were slain, kept the red-men from increasing 
in numbers. Large tracts of country were left un- 
inhabited, because tribes at war dared not live near 
• to one another, for fear of surprise. In all the coun- 
try east of the Mississippi River there were but a 
few hundred thousand people ; hardly more than there 
are in one of our smallest States, and not enough, 
if they had all been brought together, to make a 
large city. 



HOW THE INDIANS LIVED. 



77 



What were the people called who lived in America before white 
men came? Why were they called Indians? (Are there any of them 
remaining yet ?) What is the color of their skin ? What kind of eyes 
have they ? What sort of hair ? What material was mostly 

in use among them for clothing ? What garments did they wear ? Of 
what plant did the Southern Indians make mantles ? What sort of man- 
tles were used by women in the Northern tribes ? How were their shoes 
made? With what were their shoes embroidered? How did the 

Indian " braves," or warriors, stain their faces ? What did they some- 
times wear hanging to their ears ? What kind of beads did the Indians 
wear ? For what other purpose was wampum used ? What was 

the Indian house, or wigwam, made of ? How did the Indians sleep ? 
Where was the fire made ? How did the smoke get out ? Some tribes 
built long houses : what is said of 



these? What did the In 

dians have for beddmg ? What 



Questions for 
study. 





POTTERY 
FROM MISSOURI, 



INDIAN WIGWAMS OF BARK. 



kinds of vessels for household use ? How did they hollow out their 
wooden vessels ? How did those tribes that had only wooden vessels 
cook food in them ? How did those that had pottery and soap-stone ket- 
tles use them for cooking ? How were fish and meat sometimes broiled ? 
How were green corn and other vegetables roasted ? How was 
corn made into meal? How was bread baked ? What did the 
Indians do for salt ? What can you tell about the va- 

rious sons of hoes made by the Indians ? What plants m- 

did they cultivate? How did they clear the ground? 

Some tribes had axes : what were these made of ? 
Hrw did they put handles to them ? Had the In- 




KAVAJO INDIAN WOMAN WEAVING A BELT. 



78 



HOW THE INDIANS LIVED. 



Study 
by tcpics. 



Blackboard 

illustration. 



dians any iron? How did they commonly make knives? How 

did they produce fire ? What was the most remarkable product of 
Indian industry ? How was the dug-out canoe made without metal 
tools ? How many men would the larger of these carry ? Of what did 
the Northern tribes make their canoes ? How did they sew them ? 
How did they make them tight ? What was the difference 

between the work of the women and the occupations of the men ? 
What is said of the education of Indian boys? On what did the 
Indians mainly depend for food? What effect did their pov- 
erty have on the population ? What other cause kept 
the Indians from increasing in numbers > What is said of 
the Indian population east of the Mississippi River? 

Tell what you know about — 

I. The appearance of the Indian. 

1. Complexion, hair, eyes. 

2. Articles of dress. 

3. Things worn for ornament. 
II. The Indians' mode of living. 

1. Houses: their construction. 

2. Houses: their inside arrangements. 

3. Furniture. 

4. Cookery. 

III. The Indian at work. 

1. Tools. 

2. Plants cultivated. 

3. Canoes. 

IV. Men's and women's work. 
V. Effect of poverty and war on the Indian popu- 
lation. 

Divide the board horizontally into three parts. 

Then write, from suggestions made by the pupils, 

in the topmost division, the various items of dress 

---7 2 and ornaments belonging to an Indian's head; in 

the second, those worn on the body; in the third, 

those used on the feet. 




MEDICINE-MAN, WITH A MANTLE OF 
8ILK-GRASS. DRAWN IN 1585. 



Composition. 



Books. 



Let the pupil suppose himself to be a settler in America in the early 
colonial times. Let him write a letter to a supposed friend in England, 
telling in his own words what is told in this and the two following chap- 
ters, especially about Indian customs and the trade between them and 
the white people. 

Major Powell's Reports of the Ethnoloj^cal Bureau. Centurj- Mag2izine, May, 
1883, "The Aborigines and the Colonists." 



EARLY INDIAN WARS. 



79 




Early Indian 
massacres in 
Virginia, 



CHAPTER XIV. 
Early Indian Wars. 

There were, between the two races, occasions Dishonest trader 

, J. ,. T-N- 1 1 • ^""^ '■^^ Indians. 

enough tor quarrehng. Dishonest white men were sure 
to cheat the ignorant Indians, and the violent among 
the Indians were as sure to revenge themselves. If an 
Indian suffered wrong from one white man, he thought 
he had a right to take vengeance on any man, woman, 
or child of the white race when he found opportunity. 

We have seen how suddenly the In- 
dians massacred the Virginians in 1622 
(page 32). This led to a long war, with 
many treacheries and cruel sur- 
prises on both sides. After some 
years the Indians were sub- 
dued by the Virginians, un- 
der the lead of William Clai- 
borne. But in 1644 the old 
chief Opechankano, who had 
led in the first massacre, 
planned a second. He 
was so old that he could 
not walk without assist- 
ance, and could not see, 
except when his eyelids 
were held open. He was 
carried to the scene of 
bloodshed. The Indians 
had by this time secured 
guns. By a sudden sur- 



FLORIDA WARRIOR, 1565. 



8o 



EARLY INDIAN WARS. 




INDIAN MASK. 



The Pequot war 
in 1637. 




Indian wars in 
New York, Mary- 
land, and Vir- 
ginia. 



prise they killed about five hundred white people in a 
single day. But they paid dearly for their victory, for 
the colony had grown strong enough to defeat and pun- 
ish them. They were driven away from their villages. 
Opechankano was taken prisoner, and, while a captive, 
was suddenly killed by an infuriated soldier. 

The Pe'-quot war in Connecticut grew out of the 
differences between the Dutch and the English settlers. 
The English brought back the Indians whom the Pequot 
tribe had just driven away. The Pequots began the war 
by killing some English traders. The attempts of the 
English colonists to conquer the Pequots were at first of 
no avail. The Indians were light of foot, and got away 
from men in armor. They continued to seize and torture 
to death such English as they could catch. In 1637, 
John Mason, a trained soldier, at the head of a company 
of Connecticut men, with some from Massachusetts, 
marched into the Pequot country. At Mystic, Con- 
necticut, just before daybreak, the Connecticut men 
surrounded the palisaded village of Sassacus, the dread- 
ed Pequot chief. In the first onset Mason set the vil- 
lage on fire. A horrible slaughter followed. Indian 
men, women, and children, to the number of five or six 
hundred, were shot down or burned in the village, or in 
trying to escape. In the war which followed this attack, 
the whole Pequot tribe was broken up, and the other 
Indians were so terrified that New England had peace 
for many years after. 

About the same time cruel Indian wars raged be- 
tween the Dutch of New Netherland (now New York) 
and the Indians in their neighborhood. At one time 
the Dutch colony was almost overthrown. There was 



EARLY INDIAN WARS. 



81 




Many of the white people sincerely 
desired to do the Indians good. Schools 
for the education of Indian children were 
set up in Virginia and in New England. 
Catholic missionaries labored among the 
Indians of Maryland. John Eliot, of 
Massachusetts, preached to thousands of 
Indians, and translated the whole Bible 
into their language. He is called the 
" Apostle to the Indians." But, even in 
trying to do the Indians good, the white 
men offended them. The chiefs and 
" medicine-men " of the Indians did not 
like to see their ancient customs treated 
with contempt, and their own influence 
destroyed by the new religion. 




BELT OF WAMPUM. 



also a war between the Marylanders and the Sus-q^e- 
han'-nah tribe. In 1656 the Virginians suffered a bittei\ |^ ,\ 
defeat in a battle with the Indians at the place where ^ 
Richmond now stands. The brook at this place got thL 
name of Bloody Run. 

In 1675 there broke out in New England the terrible 
Indian war known ever since as King Philip's War. 
Philip was the son of Massasoit, the Indian chief who 
had been long a friend to the Plymouth settlers. Philip 

was a proud man, and 
thought that he was not 
treated with enough re- 
spect by the rulers of 
Plymouth Colony, who act- 
ed with imprudent bold- 
King Philip'd 

ness in their dealings with war. 1675. 
him. He was also irritated 
because large numbers of 
his people were converted 
to the Christian religion, 
through the labors of John Eliot. These converted 
people, or " praying Indians," formed themselves into 
villages, and lived under the government of the Massa- 
chusetts colony. 

Philip won some successes at first, and Indians of The"Swamp 

Fight" at the 

Other tribes came to his assistance. Many New Eng- Narragansett 
land towns were laid in ashes, and hundreds of peo- 
ple were killed or carried away into captivity. The 
powerful tribe of Narragansetts gave Philip secret aid, 
and in the winter the white men boldly attacked their 
stronghold. This was always known as the " Swamp 
Fight." Hundreds of Indians were slain, and their 



MASK MADE BY 
IROQUOIS INDIANS 




82 



EARLY INDIAN WARS. 



Captain Church 
and the death of 
Philip. 



Bacon's war with 
the Virginia 
Indians. 1676. 



The 'Westoes 
and Tuscaroras 
defeated. 



vil^&e burned. The colo- 
nists also lost two hundred 
men in this battle, and the 
Narragansetts took a ter- 
rible revenge by burning 
houses and killing people 
in every direction. 

But after a while the 
white men learned how to 
fight the Indians. By de- 
grees Philip's power was 
broken, as his men were 
most of them killed or capt 
ured. Captain Benjamin 
Church was the most fa- 
mous fighter against the In- 
dians in this war. Church's 
men surrounded Philip in 
a swamp and killed him. 
The rest of the Indians were soon subdued. Most 
of the captive Indians were cruelly sold into slavery 
in Barbadoes. 

About the time of Philip's war the Doegs and Sus- 
quehannahs were ravaging the Virginia frontier, while 
the governor of that colony refused to allow any one to 
march against them. But Nathaniel Bacon, a young man 
of great spirit, was chosen by the people to lead them, 
which he did in opposition to the governor's orders. 
This disobedience led to " Bacon's Rebellion," as it is 
called, the story of which is told in Chapter XXVI. 

All the colonies suffered from Indian wars. The in- 
fant settlement in South Carolina was almost ruined by 



Benjamin Church was one of the 
first of the Indian fighters. He knew 
how to manage men, and had great influ- 
ence over them. He would even persuade 
captive Indians to join his band and lead 
him to the haunts of their friends. It 
was one of these Indians who shot Philip. 
Church let him take Philip's scarred 
hand for a trophy. This he carried about 
the country, making money by showing 
it. Captain Church was tireless, fearless, 
and full of expedients. He first taught 
the Englishmen to practice the arts of the 
Indian in war. When Philip was dead, 
only old Annawon, Philip's head-man, 
remained in the field with a party. When 
Church at last found him, he was shel- 
tered under some cliffs. Church had but 
half a dozen men with him ; Annawon 
ten times that number of resolute braves. 
But by creeping down the cliffs, while an 
Indian woman was making a noise by 
pounding corn in a mortar, Church suc- 
ceeded in capturing the guns of the In- 
dians, which were stacked ar Annawon's 
feet. Seeing his boldness, the Indians 
thought that Church had surrounded 
them with a great many men, and they 
therefore surrendered. Church also per- 
formed many famous e.vploits in the war 
with the Indians of Maine. 



EARLY INDIAN WARS. 



83 



a war with the Indians called Wes'-toes, ten years after 
the arrival of the first white men, and in the very 
year that Charleston was settled ; that is, in 1680. In 
1 711 the warlike Tuscaroras [tus-ca-ro'-rahs] ravaged the 
scattered settlements of North 
Carolina, putting people to 
death by horrible tortures. It 
was only by the help of the 
Virginians and South Caro- 
linians, and the Yam-as-see' In- 
dians, that the settlers, after 
two years, finally defeated the 
Tuscaroras, capturing and send- 
ing many hundreds of them to 
be sold as slaves in the West 
India Islands. 

But in 171 5, two years after 
the close of this war, the Yam- 
assees, who had helped the 
white people to put down the 
Tuscaroras, joined with the 
Spaniards in Florida, and with 
all the other Indians from Flor- 
ida to Cape Fear, in an attempt to destroy the colony 
of South Carolina. There were six or seven thousand 
Indian warriors in this league, while South Carolina 
could only muster fifteen hundred white men and two 
hundred trusty negroes. Governor Craven knew that 
a single defeat would ruin the colony, so he marched 
with the utmost caution until he brought on a great 
battle, and overthrew the Indians. The war lasted 
about three years. 




NORTH CAROLINA WARRIOR IN 158S. 



The Yamassee 
war in South 
Carolina. 1715, 



84 



EARLY INDIAN WARS. 



Questions for 
Study. 




CALUMET, OR 
P£ACE-t-IPE. 



What followed the Indian massacre in Virginia in 1622.? What was 
the nature of that war? Who led the settlers when the Indians were at 
length subdued? What Indian chief conducted the massacre in 1644? 
What was the condition of Opechankano in 1644? What kind of arms 
did the Indians have by this time ? How many white people did they 
kill in the first attack? What was the result of the war to the Indians? 
What happened to the old chief Opechankano ? What was the 

cause of the Pequot war in Connecticut ? How did the Pequots begin 
it ? How did the colonists succeed in their first attempts to subdue the 
Pequots? Why did they not succeed ? What did the Pequots continue 
to do? Who was put in command of the Connecticut troops in 1637 ? 
Where did he lead his men? At what point did he attack the Indians? 
Whose village did he surround? What kind of a village was this? 
(What is a palisaded village ? Answer : A village surrounded with up- 
right posts or palisades for defense.) How was the village destroyed ? 
What became of the people in it? What do you think of this way of 
carrying on war ? What is said of the wars of that day ? What became 
of the Pequots? What other Indian wars were waged at this 

time? Where did the Virginians suffer defeat in 1656? What is the 
brook called where the battle was fought ? What war broke out 

in New England in 1675? W'ho was Philip? What feelings inclined 
him to make war ? What is said of the converted, or praying, Indians ? 
What effect did Philip's successes have on other Indians? What took 
place in the attack on the Narragansetts ? What did the white men 
learn ? Who was especially famous in this war with the Indians? How 
did Philip lose his life ? What became of the remainder of King Philip's 
Indians ? What colony was ravaged by the Doegs and Susque- 

hannahs ? What did the governor of the colony do ? Who was chosen 
to lead the people ? By whom was he chosen ? To what did this lead ? 

How long after the arrival of settlers in South Carolina was it when 
the war with the Westoes broke out? What effect did this first war have 
on the feeble settlements ? In what year did the Tuscarora war break 
out in North Carolina? What did the Tuscaroras do with the people 
they captured ? What colonies helped to put down the Tuscaroras ? 
What Indians helped to conquer them ? How long did the Tuscarora 
war last ? What was done with the captured Indians? Did the 

Yamassees keep their peace with South Carolina ? With whom did they 
join ? How many Indians were against South Carolina ? How many 
white soldiers were there? What would have been the result of a single 
defeat ? What was the result of Governor Craven's fight with the In- 
dians ? How long did the Yamassee war last ? 




MATCHLOCK-GUN. 



EARLY INDIAN WARS. 



% 



Tell about — i. The principal Indian war in Virginia. 

2. The Pequot and Philip's war in New England. 

3. The Indian wars in South and North Carolina. 



study by topics. 



The three topics above may be set down and the brief mention of Blackboard ilius- 
particulars, as drawn from the answers of the pupils, added. For *''^^'°"- 
example : " Pequot war : English brought back the expelled tribe. 
Pequots killed traders. English failed at first. Cap- 
tain Mason. Attacked Sassacus's fort. Palisaded. 
Set fire. Six hundred men, women, and children 
killed." Let the other prominent wars be treated 
in the same way. 



CHAPTER XV. 




MATCHLOCK. 



Traits of War with tlie Indians. 

The most important weapon of the Indian, when the Indian weapons, 
white men came, was the bow and arrow. The arrow 
was headed with a sharpened flint or a bit of horn. 
Sometimes the spur of a wild-turkey or the claw of an 
eagle was used to point the arrow. Next to the bow 
and arrow the Indian warrior depended on a war-club, 
which had a handle at one end and a heavy knob at the 
other, or upon a tomahawk, made by fastening a wooden 
handle to a round stone, or a stone axe. But all their 
rude weapons were given up as soon as the Indians 
could get knives, hatchets, and guns from the white 
men. In some cases, it is said, they were so eager for 
gunpowder that they sowed what they got at first, sup- 
posing it to be the seed of a plant. The Pequots com- 
manded two white girls, whom they had captured, to 
make some gunpowder, supposing that all white people 
knew how to make it. 

At the first arrival of white men, they protected 
themselves by wearing armor, and the Indian arrows matchlock-gun. 




86 



TRAITS OF WAR WITH THE INDIANS. 




Aimor and arms could HOt do them much hurt. But as soldiers could 

of the white men. r • i i • i i 

not get about very fast in heavy armor and with clumsy 
guns, they could not do much hurt to the Indians. 
Some of the guns used were matchlocks. In 
^^ '' order to shoot, the soldier had to place in 
front of him a " rest " — a kind of forked stick 
or staff — and lay his heavy gun across it. In 
firing, the powder on the lock of his gun was set 
off with a lighted fuse or match ; and the soldier 
had to carry a burning fuse in his hand. If he let 
^ his fuse go out, he could not use his gun until he 
got fire again, for friction-matches were unknown. 
But the Indians would not stand still while the 
white men got ready to shoot. This awkward match- 
lock-gun was sometimes used as late as 1675, the time of 
Philip's war. The snaphance, or flint-lock, was already 
coming into use when the colonies were settled. The 
flint-lock was set off by the striking of the flint against 
a piece of steel, when the trigger was pulled. (Guns 
with percussion - caps ' are a much later invention.) 
Some of the white men at first were 
armed with pikes or spears ; but it 
was found to be a very dangerous 
business to poke an Indian out of the 
brush with a pike. During Philip's 
war the pike began to go out of use 
in America. 
The Indians get When thc Indians had procured 

fire-arms. White - , i • i i i 

men change their firc-arms, thc armor which the soi- 
mode of fighting, ^^^^.g ^yQj-g^ bciug of little usc against 

bullets, was rather a burden than an 



advantage. 



Lonrr after the first set- 




PIKEMAN OF THAT TIME. 



TRATTS OF WAR WITH THE INDIANS. 



87 




SNOW-SHOES. 



tlements were made, white men ceased by degrees to 
wear the head, and breast, and back pieces of metal, and 
they laid aside also the heavy buff-coats, which were made 
of leather and stuffed, to resist bullets. The colonists also 
learned to march in scattering parties, as the Indians did, 
in order to avoid surprise, and to lie in ambush, and to 
load their guns while lying down. For a long time the 
savages made attacks on the Northern settlements in the 
winter, when the snow was so deep that the soldiers 
could not move about ; but, after stupidly suffering this 
for many years, the Northern colonies at length put their 
soldiers on snow-shoes too, and then all was changed. 

The Indian did not hesitate to resort to treachery to Indian strata- 
entrap his foes. He would profess friendship in order 
to disarm an enemy. He gloried in ingenious tricks, 
such as the wearing of snow-shoes with the hind part 
before, so as to make an enemy believe that he had gone 
in an opposite direction. He would sometimes imitate 
the/cry of the wild-turkey, and so tempt a white hunter 
into the woods, that he might destroy him. An Indian 
scout would dress himself up with twigs, so as to look 
like a bush. Many of these things the white people 
learned to practice also. 

The Indians were very cruel ; it was part of their Treatment of 
plan to strike terror by their severity, 
they tortured their prisoners to death and disfigured 
the dead, and why they slew women and children as 
well as men. They not only put their prisoners to 
death in the most cruel way their ingenuity could de- 
vise, but, in some tribes, they even devoured them after- 
ward. Sometimes, however, a prisoner was adopted into 
an Indian family, and kindly treated. Many hundreds 



rj^, . . prisoners by the 

IhlS IS why Indians. 



88 



TRAITS OF WAR WITH THE INDIANS. 



Defense of the 
settlements. 




^C^&:7;-<^ 



BLOCK-HOUSE. 



of white children were thus adopted, and forgot their 
own language. Some of them afterward engaged in 
war against their own people. One boy, named Thomas 
Rice, was carried off from Massachusetts in childhood, 
and became a chief of the tribe which had captured him. 

The settlers learned after a while many ways of de- 
fending themselves. They built block-houses in every 
exposed settlement, for refuge in case of attack. When 
Indians were discovered lurking about in the night, a 
messenger would be sent from the block-house to warn 
the sleeping settlers. This messenger would creep up 
to a window and tap on it, whispering, " Indians ! " 
Then the family within would get up, and, without 
speaking or making a light, gather the most neces- 
sary things and hurry away 
along dark paths through 
the woods to the block- 
house. In some of the 
more exposed regions the 
dogs were even trained not 
to bark unless command- 
ed to. 

In some, if not all, of the 
colonies, the firing of three 
shots in succession was 
the sign of danger. Every 
man who heard it was re- 
quired to pass the alarm to 
those farther away, by firing 
three times, and then to go 
in the direction in which the 
shots had been heard. In 



stories of Defense. — A town in 
Maine was attacked and almost destroyed 
by Indians, when one man sent his fami- 
ly by boat out of the back door of his 
fortified house, remaining there alone. 
By frequently changing his hat and coat, 
and then appearing without a hat and 
then without a coat, and by giving orders 
in a loud voice, he made the Indians be- 
lieve that his house was too full of men 
for them to attack it. Some Swedish 
women, near where Philadelphia now 
stands, saw Indians coming, and took ref- 
uge in their fortified church, carrying 
with them a kettle of hot soap. They 
defended themselves until their husbands 
came by throwing the boiling soap, with 
a ladle, at every Indian who approached 
the church. A maid-servant in Massa- 
chusetts, left alone with little children, 
drove away an Indian, who tried to enter 
the house, by firing a musket at him and 
throwing a shovelful of live coals on 
his head. A young girl in Maine held 
a door shut until thirteen women and 
children had time to escape by a back 
door into a block-house. The Indians, 
when they got in, knocked the girl down, 
but did not kill her. 



TRAITS OF WAR WITH THE INDIANS. 



89 



many places large dogs were 
kept and trained to hunt for 
Indians, as highway robbers 
were hunted down in that 
day in England. In all ex- 
posed places, a part or all 
of the men took their arms 
to church with them. 

The people became very 
brave, and were fierce and 
even cruel during these 
long-continued Indian wars. 
A wounded soldier would 
beg to have a loaded gun 
put into his hands that he 
might, before he died, kill 
one more Indian. Captives often escaped from the 
Indians by ingenious devices, and sometimes suffered 
dreadful hardships in getting back to the settlements. 



Escape of Prisoners. — A young girl 
in New England, after three weeks of 
captivity, made a bridle out of bark, 
caught a horse running in the woods, 
and, by riding all night, reached the set- 
tlement. Two little lads named Bradley 
got away, but they were tracked by the 
Indian dogs, who came up with them 
while they were hidden in a hollow log. 
They fed the dogs part of their provisions 
to make them friendly. After traveling 
nine days the elder fell down with ex- 
haustion, but the younger, who was the 
more resolute, dragged himself starving 
into a settlement in Maine, and sent 
help to his brother. Hannah Dustin, 
Mary Neff, and a boy were carried 
off from Haverhill, Massachusetts. At 
midnight, while encamped on an island, 
they got hatchets and killed ten In- 
dians, and then escaped in a canoe down 
the river. This bold escape soon be- 
came famous in the colonies, and the 
Governor of Maryland, hearing of it, 
sent to the returned captives a present 
for their courage. 




Courage of the 
people. 



What was the Indians' chief weapon when the white men came to Questions for 
America } How was the head or point of the arrow made } What kind study, 
of a war-club was used } What sort of a weapon was the tomahawk } 
Why were these weapons abandoned ? What stories are told of the 
Indians' eagerness to get gunpowder.'' How were the white sol- 

'^'prs protected from the Indian arrows at first } Why could not the 
lite men in armor do much harm to the Indians ? What kind of guns 
, -re some of those in use.'* How did the soldier arrange his gun in 
order to shoot ? How did he fire his gun ? If his fuse went out, what 



go 



TRAITS OF WAR WITH THE INDIANS. 



VMB-CLUB. 



Study by topics. 



was the result ? How late was the matchlock-gun used ? What newer 
gun was coming into use when the colonies were settled .'' How was 
the flint-lock fired off.'* How are guns made to go off in our time.'' 
How were some of the white men armed at the time of the settlement 
of the colonies ? Was the pike good for Indian war.-* When did it go 
out of use in America? When the Indians had procured guns, 

what difference did this make in the value of the armor that the soldiers 
wore .'' What pieces of the armor used in this country were of metal ? 
What sort of a coat was worn for defense ? What did the colonists learn 
from the Indians about marching ? What about ambush and the method 
of loading their guns ? What change took place in the mode of making 
war in winter.? What is a snow-shoe? What is said of Indian 

treachery? Tell some of the ingenious tricks to which Indians re- 
sorted. Why were the Indians cruel to their prisoners, and given 
to disfiguring the dead ? Why did they kill women and children ? What 
did some tribes do with prisoners after they had put them to death? 
When they spared a prisoner's life, what did they do with him ? What 
is said of white children adopted by the Indians ? What kind of 
buildings were constructed for the defense of the settlements? How 
were the people warned that Indians were about ? What precautions 
were taken against discovery by the Indians ? W^hat was a com- 
mon mode of giving alarm in some of the colonies ? What must a man 
do who heard three shots ? What were dogs trained to do ? What pre- 
cautions against surprise at church were taken ? What effect did 
the Indian wars have on the people? What is said of wounded soldiers? 
What is said of the escape of captives ? 

I. Indian weapons, i. Their first weapons. 2. The change to 

those of the white men. 
II. Arms of the white men. i. Their defensive armor. 2. Their 
fire-arms. a. Matchlocks. d. Flint-locks. 3. Pikes. 

III. Change of armor and tactics, i. Defensive armor abandoned. 

2. Indian tactics adopted. 

IV. Character of Indian war. i. Indian strategy. 2. Cruelty of 

Indian war. 3. Treatment of prisoners by the Indians. 
V. Defense of the settlements. i. Block - houses. 2. Alarms. 

3. Keeping dogs and carrying arms. 
VI. Courage of the people. 



Blackboard illus- 
tration. 



Indians changre from 



bow and arrow 
stone war-club 



\-\ 



( heavy armor 
White men change from •< matchlock-guns 
( pikes 



to 



fire-arms. 

hatchet. 

no defensive armor. 

flint-locks. 

no pikes. 



LIFE IN THE COLONIAL TIME. 



91 



CHAPTER XVI. 
Life in tiie Colonial Time. 

When people first came to this country, they had to First houses of 

the colonists. 

take up with such houses as they could get. In Vir- 
ginia and New England, as in New York and Philadel- 
phia, holes were dug in the ground for dwelling-places 
by some of the first settlers. In some places bark wig- 
wams were made, like those of the Indians. Sometimes 
a rude cabin was built of round logs, and without a floor. 
As time advanced, better houses were built. Some of 
these were of hewed logs, some of planks, split, or sawed 
out by hand. 
The richer peo- 
ple built good 
houses soon after 
they came. Most 
of these had in 
the middle a 
large room, called 
"the hall." 

The chimneys were generally very large, with wide chimneys and 

r ^ o , • 1 • • 1 1 r- windows. 

nreplaces. Sometimes there were seats inside the fire- 
place, and children, sitting on these seats in the evening, 
amused themselves by watching the stars through the 
top of the chimney. In the early houses most of the 
windows had paper instead of glass. This paper was 
oiled, so as to let light come through. 

Except in the houses of rich people the furniture Furniture and 
was scant and rough. Benches, stools, and tables were 
home-made. Beds were often filled with mistletoe, the 




CABIN OF ROUND LOGS. 



92 



LIFE IN THE COLONIAL TIME, 



How the colo- 
nists cooked 
their food. 



What they ate. 



down from cat-tail flags, or the feathers of wild-pigeons. 
People who were not rich brought their food to the 
table in wooden trenchers, or trays, and ate off wooden 
plates. Some used square blocks of wood instead of 
plates. Neither rich nor poor, in England or America, 
had forks when the first colonies were settled. Meat 
was cut with a knife and eaten from the fingers. On 
the tables of well-to-do people pewter dishes were much 
used, and a row of shining pewter in an open cupboard, 
called a dresser, was a sign ot good housekeeping. The 
richest people had silver-ware for use on great occasions. 
They also had stately furniture brought from England. 
But carpets were hardly ever seen. The floor of the 
best room was strewed with sand, which was marked off 
in ornamental figures. There was no wall-paper until 
long after 1700, but rich cloths and tapestry hung on 
the walls of the finest houses. 

Cooking was done in front of fireplaces in skillets 
and on griddles that stood upon legs, so that coals 
could be put under them, and in pots and kettles that 
hung over the fire on a swinging crane, so that they 
could be drawn out or pushed back. Sometimes there 
was an oven, for baking, built in the side of the chimney. 
Meat was roasted on a spit in front of the fire. The spit 
was an iron rod thrust through the piece to be roasted, 
and turned by a crank. A whole pig or fowl was some- 
times hung up before the fire and turned about while it 
roasted. Often pieces of meat were broiled by throw- 
ing them on the live coals. 

A mug of home-brewed beer, with bread and cheese, 
or a porridge of peas or beans, boiled with a little meat, 
constituted the breakfast of the early colonists. Neither 



LIFE IN THE COLONIAL TIME, 



93 



tea nor coffee was known in England or this country 
until long after the first colonies were settled. When 
tea came in, it became a fashionable drink, and was 




A WEDDING IN NEW AMSTERDAM. 



served to company from pretty little china cups, set on 
lacquered tables. Mush, made of Indian-corn meal, was 
eaten for supper. 

In proportion to the population, more wine and '^^^^ ^^^^ 
spirits were consumed at that time than now. The 
very strong Madeira wine was drunk at genteel tables. 



94 



LIFE IN THE COLONIAL TIME. 




What they 
wore. 



How they trav- 
eled. 



Rum, which from its destructive effects was known 
everywhere by the nickname of " kill-devil," was much 
used then. At every social gathering' rum was pro- 
vided. Hard cider was a common drink. There was 
much shameful drunkenness. Peach-brandy was used 
in the Middle and Southern colonies, and was very ruin- 
ous to health and morals. 

People of wealth made great display in their dress. 
Much lace and many silver buckles and buttons were 
worn. Workingmen of all sorts wore leather, deer- 
skin, or coarse canvas breeches. The stockings worn 
by men were long, the breeches were short, and 
buckled, or otherwise fastened, at the knees. 

Our forefathers traveled about in canoes and little 
sailing -boats called shallops. 
Most of the canoes would 
hold about six men, but 
some were large enough to 
hold forty or more. For a 
long time there were no 
roads except Indian trails 
and bridle-paths, which could 




BIRCH 

CANOES. 



LIFE IN THE COLONIAL TIME, 



95 



only be traveled on foot or on horseback. Goods were 
carried on pack-horses. When roads were made, wagons 
came into use. 

In a life so hard and busy as that of the early set- Their education, 
tiers, there was little time for education. The schools 
were few and generally poor. Boys, when taught at 
all, learned to read, write, and " cast accounts." Girls 
were taught even less. Many of the children born 
when the colonies were new grew up unable to write 
their names. There were few books at first, and no 
newspapers until after 1700. There was little to oc- 
cupy the mind except the Sunday sermon. 

In all the colonies people were very fond of dancing- Their amuse- 

• TTT IT J • t • 1 nients. 

parties. vVeddings were times 01 great excitement and 
often of much drinking. In some of the colonies wed- 
ding festivities were continued for several days. 
Even funerals were occasions of feasting, and some- 
times of excessive drinking. In the Middle and 
Southern colonies the people were fond of horse- 
racing, cock-fighting, and many other rude sports 
brought from England. New England people made 
their militia-trainings the occasions for feasting and 
amusement, fighting sham battles, and playing many 
rough, old-fashioned games. Coasting on the snow, 
skating, and sleighing were first brought into ^^^^^P«s -j 
America from Holland by the Dutch settlers in 

- _ -17-1 T 1 • DUTCH WOMAN OF THE Tlf.lt, 

New York. In all the colonies there was a great skating. 

deal of hunting and fishing. The woods were full 
of drer and wild-turkeys. Flocks of pigeons often 
darkened the sky, and the rivers were alive with water- 
fowl and fish. 




96 



LIFE IN THE COLONIAL TIME. 



Questions for Mention some of the houses, or other shelters, used when peoplfe first 

study. came to this country. How were planks for houses made in the early 

times .^ What kind of houses did the richer people build ? What 

sort of chimneys did they have in that time ? What is said of the seats 
in the fireplace? How did the windows of the early settlers differ from 
ours ? What sort of furniture was there in the houses ? What is 



said of benches, stools, and tables ? 



How were beds often filled ? In 
what kind of dishes was 
meat served ^ From what 
kmd of plates did they eat ? 
What about forks ? How 




PACK-HORSES. 



did they eat meat in that day? What kind of dishes were on the 
tables of people better off? How was the pewter kept? What kind 
of ware did the richest people have ? What kind of furniture ? What 
is said of carpets ? How was the floor of the best room orna- 
mented ? What was used in fine houses in place of our wall- 
paper ? How was the cooking done ? Where was there some- 
times an oven ? What was it used for ? How was meat roasted ? 
What was a spit ? How were pigs and fowls roasted ? How was 
meat sometimes broiled ? What kind of a breakfast was eaten 
by the early colonists ? What is said of tea and coffee? How was tea 
served? What was much used for supper? What is said of 
the use of wine and spirits then, as compared with the use of those 
drinks now ? What kind of wine was drunk ? What is said of the use 
of rum then ? What of hard cider ? What of drunkenness ? Whai 



LIFE IN THE COLONIAL TIME. 



97 



kind of brandy was used ? With what results ? How did rich 

people dress ? What sort of breeches did workingmen wear ? What 
sort of stockings ? How were the breeches fastened at the knees ? 

How did our forefathers travel about ? How large were the largest 
canoes ? What was the common size of the canoe ? What kind of 
roads did they have at first ? How did they travel overland ? How 
were goods carried ? What change took place when roads were made ? 

Why was there not much education given to children born in the 
colonies at first ? What kind of schools did they have ? What were 
boys taught ? How were girls taught ? Did all the children get some 
education ? What is said of books and newspapers ? What was there 
to occupy the mind ? Of what kind of parties were people fond 

in all the colonies ? What is said of weddings ? Of funerals ? What 
amusements were people fond of in the Middle and Southern colonies ? 
What was made a time for amusement in New England ? What kind of 
games were played on training-days ? From what country were coasting, 
skating, and sleighing brought to America ? What is said ot hunting 
and fishing ? What of the abundance of game and fish ? 

1. Houses. study by topics. 

a. Various kinds of dwellings, b. Chimneys, c. Windows. 

2. Furniture. 

a. Seats, tables, and beds. b. Table-ware. c. Floor and wall 
coverings. 

3. Food. 

a. How cooked, b. Kinds of food. c. Drinks. 

4. Dress. 

5. Travel. 

6. Education. 

7. Amusements. 




A SCHOOL-SCENE IN 1740. THE MASTER AND HIS ASSISTANT WEAR HATS. 



g8 



FARMING AND SHIPPING IN THE COLONIES. 



CHAPTER XVII. 



Early experi- 
ments in silk- 
raising, vine- 
growing, etc. 



Tobacco-grow- 
ing in Virginia 
and Maryland. 



Rice produced i: 
South Carolina. 



Farming and Shipping in the Colonies. 

We have seen how the people who came first to 
North America expected to find either a way to India, 
or mines like those discovered farther southward. But 
when they found that they could not secure either the 
spices of India or the gold and silver of Peru, they 
turned their attention to the soil, to see what could be 
got by farming. But at first their plans for farming in 
America were as wild as their plans for getting to India. 
They spent much time in trying to produce silk and 
wine, two things which can be raised with profit only 
in old and well-settled countries. They also tried to 
raise madder, coffee, tea, olives, and the cacaonut, from 
which chocolate is made. 

John Rolfe, the husband of Pocahontas, in 1612 took a 
lesson from the Indian fields about him, and succeeded 
in growing tobacco for the English market. Before this 
time, English smokers and snuff-takers got their tobacco 
from the Spaniards. The plant was well suited to the 
Virginia climate, and it was easy to ship tobacco from 
the farms, which were all on the banks of the rivers. 
Gold and silver coins were scarce in those days, and, in 
Ralf a dozen years after John Rolfe planted the first to- 
bacco, it had become the only money of Virginia. Al- 
most everything bought and sold in Virginia and Mary- 
land, before the Revolution, was paid for in tobacco. 

The colony of South Carolina maintained itself in a 
rather poor way, during the first twenty-six years of 
its existence, chiefly by shipping lumber to the West 



FARMING AND SHIPPING IN THE COLONIES. QQ 

Indies, and by making tar and pitch. But there was 
living in Charleston, in 1696, a gentleman named Thomas 
Smith, who had seen rice cultivated in Madagascar. 
One day when a sea-captain, an old friend of Smith's, 
sailed into Charleston Harbor from Madagascar, Thomas 
Smith got from him a bag of seed-rice. This was care- 
fully sown in a wet place in Smith's garden in Charles- 
ton. It grew, and soon Carolina was changed into a 
land of great rice-plantations. The raising of rice spread 
into Georgia when that colony was settled. 

In 1 741 an energetic young lady, Miss Eliza Lucas, Eiiza Lucas in- 

... troduces indigo- 

began to try experiments in growing the mdigo-plant in culture. 
South Carolina. A frost destroyed the first crop that 
she planted, and a worm cut down the next. The 
indigo-maker brought from the West Indies tried to de- 
ceive her afterward, but by 1745 this persevering young 
lady had proved that indigo could be grown in South 
Carolina, and in two years more two hundred thousand 
pounds of it were exported. It was a leading crop for 
about fifty 3^ears, but, when the growing of cotton was 
made profitable by the invention of the cotton-gin, that 
crop took the place of indigo. (See Chapter LX.) 

Indian corn the settlers got from the Indians. It was Indian com, 

1 • T-< t— • 11 r 1 wheat, and 

unknown in burope. rrom it was made the most 01 the potatoes, 
bread eaten by Americans before the Revolution. It was 
also shipped to the West Indies from Virginia and 
North Carolina. New York, New Jersey, and Penn- 
sylvania formed the great wheat region of the colo- 
nial time. These colonies sent wheat, flour, and 
" hard-tack " bread in large quantities to the West 
Indies and the countries -n the Mediterranean Sea. 
Many thousands of grea country wagons were em- 




FLAG OF N€W YORK 
MERCHANT 8HIP8. 



lOO 



FARMING AND SHIPPING IN THE COLONIES. 



Cattle, hogs, 
and horses. 



COLONIAL 
f-LOW. 



ployed in bringing grain to Philadelphia. Potatoes had 
been brought to Europe probably from South America ; 
but they were unknown to the Indians in what is now 
the United States. They were taken to Virginia at the 
first settlement of Jamestown. Potatoes were not plant- 
ed in New England fields until 171 8. 

Cattle and hogs were brought from England very 
early, and were grown by thousands in the colonies. 
For the most part they ran in the woods, having marks 
on them to show to whom they belonged. Many cattle 
grew up without marks of ownership, and were hunted 
as wild. There were " cow-pens " established for raising 
cattle in the wilderness, something like the " ranches " in 
the Western country to-day. The horses of that day 
were small and hardy. When not in use they ran at 
large in the woods, and some of them quite escaped from 
their owners, so that after a while there came to be a 
race of wild horses. It was accounted rare sport to 
ride after a wild horse until he was tired out, and so 

capture him. 

The English plow of that time was very heavy, and 

wn by six horses or as many oxen. Efforts were 

made to introduce this to the colonies, but 

g::?: ^— ^^ i -^^ ^asBg-......,^ it was not suited to a 

T "~~"*''~"~'~^^^-^^i|^ new country. The plow 

most used in the colo- 
nies was a clumsy thing, with thin 
plates of iron nailed over the rude 
wooden plowshares. There were many stumps and few 
plows. All the tools were heavy and awkward. 

The middle colonies raised wheat, the colonies on 
Chesapeake Bay tobacco, and the Southern colonies rice 




FARMING AND SHIPPING IN THE COLONIES. 



101 



and indigo ; but the soil and climate of New England 
were not suited to any agricultural staple of great value. 
So the New-Englanders were driven to follow the sea. 
They built immense numbers of ships, some of 
which they sold to English merchants ; others 
they used in fishing for codfish and mackerel. 
These fisheries became very profitable to them. 
When the Long-Islanders discovered the art of 

taking whales along 
the coast, the New England 
people learned it, and be- 
came the most prosperous 
whalers in the world. The 



The Pirates. — Captain William Kidd, 
of New York, was sent out in 1695 to 
put down the pirates that infested the 
Indian Ocean. The expense of his outfit 
was borne by certain gentlemen in Amer- 
ica and England, who were to share his 
spoils. Not falling in with any pirates, 
he took to piratical ways himself. When 
he came back to America he was arrested 
by Lord Bellemont, Governor of New 
York and New England, and sent to 
London for trial and execution. In 1717, 
Steed Bonnet and Richard Worley, two 
pirates with their crews, had taken pos- 
session of the mouth of Cape Fear River 
in North Carolina, whence they commit- 
ted great depredations on the commerce 
of South Carolina. Colonel Rhett, of 
South Carolina, pursued Bonnet into 
Cape Fear River, and, after a fight, capt- 
ured him and thirty of his men. They 
were tried and hanged at Charleston. 
Governor Johnson, of South Carolina, 
took another vessel and attacked Richard 
Worley and his pirates, who fought until 
all were dead but Worley and one man, 
and these were taken, desperately wound- 
ed, and hanged. Blackbeard, whose real 
name was Teach, had his refuge also in 
the shallow waters of the North Carolina 
coast. A little more than a year after the 
overthrow of Bonnet, Lieutenant May- 
nard sailed from Virginia and fought 
Blackbeard in Ocracoke Inlet. After a 
hand-to-hand battle all the pirates were 
killed or wounded, and Maynard sailed 
back with Blackbeard's head hanging at 
his bowsprit. So many of the pirates were 
captured in the next half-dozen years 
hat they gave little trouble afterward. 




Fishing, whal- 
ing, and sea- 
, f 1 • c 1 • going in New 

products 01 their fisheries England. 
were sent to many coun- 
tries, and New England 
ships were seen almost all 
over the world. Boston 
and Newport were the chief 
New England seaports. 

The people of New York 
also built many ships which 
were remarkable for their 
great size and the long voy- 
ages they made. But before 
the Revolution New York 
was not so large a town as 
Boston. Philadelphia, which 
was started later than the 
other leading cities, grew 
fast and became the greatest 
of all the cities in the colo- 



Trade of New 
York and Phila- 
delphia. 



102 



FARMING AND SHIPPING IN THE COLONIES. 




PIRATE BLACKBEARD, 

AS SHOWN IN A 

PICTURE OF THE TIME. 



nies. But Philadelphia contained only about thirty 
thousand people when the Revolution broke out. 

There were many pirates on the coast, who sometimes 
grew so numerous and bold as to interrupt trade. Some 
of them were caught and hanged. Captain Kidd, of 
New York, who was sent to put down pirates, became a 

pirate himself, and was taken to London and there 
hanged. The most noted of the pirates was a cruel 
desperado called Blackbeard, who was killed after a 
bloody fight in Ocracoke Inlet in North Carolina. Steed 
Bonnet, another famous pirate, was captured about the 
same time and executed at Charleston. 



Questions 
study. 



What did those who came first to North America expect to find ? 
When they failed to find a way to India, or gold-mines, to what did they 
look for profit ? What was the character of their first plans for farming.'' 
In what kind of countries is the raising of wine and silk profitable ? 
What mistake did the colonists make about these things .'* Mention some 
of the things which they tried to cultivate. What is the name of 

the man who first raised tobacco in Virginia to send to England ? What 
was the name of Rolfe's wife ? What advantages did Virginia have for 
raising and shipping this plant ? What was the principal money of the 
Virginians and Marylanders ? How did the colony of South Caro- 

lina maintain itselt at first ? Where had Thomas Smith seen rice 
growing .'' How did he get his seed-rice ? Where did he sow it first .-' 
What was the result ? Who first introduced the indigo-plant into 

South Carolina ? What discouragements did she meet with ? What 
had she proved by 1745.'' What was the result? What at last drove 
indigo out of cultivation ? What was the chief bread of the 

colonists ? Where did the colonists get the Indian-corn plant ? Had 
it been known in Europe ? From what colonies was Indian corn sent 
to the West Indies ? What three colonies constituted the great 

wheat region .'' Where were wheat and flour sent to in that time .-' 

From what part of the world were potatoes taken to Europe ? Were 
they known to the natives in what is now the United States .'' How 
early were potatoes first planted in Virginia ? In what year were they 
first planted in New England .'' Where were the first cattle and 

hogs in this country brought from ? How were they raised ? Were they 



FARMING AND SHIPPING IN THE COLONIES. 



103 



numerous ? What is said of wild cattle ? How were cattle sometimes 
raised away from settlements in the wilderness ? What were these ranches 
called at that time ? What was the character of the horses of the 
time ? What kind of a plow was used in England when America 

was first settled ? What kind of plow was commonly used in America ? 
What was the general character of the tools used ? What drove 

the New England people to follow the sea for a living ? What did they 
do with the great numbers of ships built in New England ? What kinds 
of fish did they catch ? Who in America first learned to take whales ? 
What is said of the whale-fisheries of New England ? What of the trade 
of New England ? Which were the chief seaports of New England ? • 

What is said of the trade of New York in colony times ? What of 
Philadelphia ? How many people were there in Philadelphia before the 
Revolution ? What is said of pirates before the Revolution ? Where 
was Captain Kidd executed ? Where was Blackbeard killed ? Where 
was the pirate Steed Bonnet executed ? 

1. Products. study by topics. 

a. The attempts to raise silk, wine, etc. b. Tobacco, c. Rice. 
d. Indigo, e. Indian corn. f. Wheat, g. Potatoes. 

2. Animals. 

a. Cattle and hogs. b. Horses. 

3. Implements. 

a. Plows, b. Other tools. 

4. Commerce. 

a. New England fisheries and commerce, b. Trade of New 
York and Philadelphia, s. The pirates. 

( New York. Blackboard, 

Chief wheat region. -| New Jersey. 
( Pennsylvania. 

! Maryland. 
Virginia. 
Northern part of North Carolina. 
( South Carolina. 
Rice and indigo. -j Southern part of North Carolina. 

Ship-building, fisheries, / ^^ ^^ , , , . 
, , > New England colonies, 

and trade. ) 

Point out on a map the location of Madagascar and Ocracoke Inlet. Point 
out the chief wheat region in colony times. The chief tobacco region. The land Geography, 
of rice and indigo. 



104 



BOND-SERVANTS AND SLAVES IN THE COLONIES. 



CHAPTER XVIII. 



Bond-Servants and Slaves in the Colonies. 



Bond-servants. 




ENGLISH FARM LABORER, 

SEVENTEENTH 

CENTURY. 



When the English people came to this country they 
brought English ways with them. In England at that 
time the lands of rich men were cultivated by tenants, 
who not only paid rent, but owed much respect and 
service to their " lord," as they called the owner of 
their lands. If these tenants did not pay their rent 
faithfully, they could be punished. Many of the peo- 
ple sent to Virginia at first were tenants, who were 
expected to work on other people's land in a sort of 
subjection. They were to pay half of all they produced 
to the land-owner, and they were bound to stay on the 
land for seven years. Tenants were also sent to Mary- 
land, and the Dutch established the same system in 
New York. 

Besides tenants, there were sent to Virginia people of 
a poorer class, who were called " indentured servants." 
Those sent at first were poor boys and girls, bound to 
serve until they were of age. After a while there were 
sent to Virginia and to New England adult servants, 
bound to serve for seven or ten years, but afterward 
they were only required to serve four years to pay 
their passage. This way of getting laborers became 
very common, and many thousands were sent over in 
this temporary bondage. During the time of their 
bondage they could be bought and sold like slaves. 
They were often whipped and otherwise cruelly treat- 
ed when they chanced to fall into the hands of hard- 
hearted masiers. 



BOND-SERVANTS AND SLAVES IN THE COLONIES. 



105 



There were people in EnHand at that time called "Spirits" anu 

'■ ° "crimps." 

" spirits " and " crimps." By many false stories they per- 
suaded poor men to go to the colonies as servants. 
Sometimes the crimps entrapped a man aboard ship, 
where he was detained and carried off to the colonies 




KIDNAPPING A MAN FOR THE COLONIES 



against his will. This was called " trapanning " a man. 
Sometimes they kidnapped or " spirited " away children, 
and sold them into service in the colonies. Sometimes 
people who wished to inherit an estate sent away the 
true heir and had him sold in America. One lad, who 



io6 



BOND-SERVANTS AND SLAVES IN THE COLONIES. 



Great number of 
bond-servants or 
"rcdemptioners." 



Convict-servants. 



I Introduction of 

slaves. 



would have been Lord Annesley, was entrapped on ship- 
board by his uncle and sold into Pennsylvania. He was 
twelve years in bondage, after which he returned to 
England and proved his right to the lordship, though he 
died before he came into possession of it. 

Bond-servants were in some places called " rcdemp- 
tioners." About 1670 fifteen hundred of them were sold 
in Virginia every year. In Pennsylvania the men who 
took droves of rcdemptioners about the country and 
peddled them to the farmers were called "soul-drivers." 
Many of the bond-servants, when their time was out, got 
land and grew rich. But the lot of the poor man was 
much harder in that time than in our day. 

The English laws in old times were very severe 
against small crimes. A man could be hanged for steal- 
ing bread to satisfy his hunger. Man}- people sentenced 
to death for small offenses were pardoned on condition of 
their going to the colonies. In America convicts were 
sold for seven years. The Americans complained bit- 
terly that such bad people were forced on them. 

In 1619, the year that the Great Charter reached Vir- 
ginia, there came a Dutch ship into James River, which 
sold nineteen negroes to the planters. They were the 
first slaves in America. In that day it was thought right 
to make slaves of negroes because they were heathens; 
but for a long time the number of slaves that came into 
the colonies was small. White bond-servants did the most 
of the work in Maryland and Virginia until about the 
close of the seventeenth century, when the high price of 
tobacco caused a great many negroes to be brought. 
About the same time the introduction of rice into South 
Carolina created a great demand for slaves. 



BOND-SERVANTS AND SLAVES IN THE COLONIES, 



107 




SIR JOHN HAWKINS, 
THE FIRST ENGLISH SLAVE-TRADER. 



There were slaves in all the colonies. But in the Distribution of 

slaves. 

colonies far to the north there was no crop that would 
make their labor profitable. Negroes in New Eng- 
land were mostly kept for house-servants. In New 
York city and in Philadelphia there were a great 
many, but not many in the country regions about 
these cities, where wheat was the chief crop, for 
wheat did not require much hard labor. The 
larger number of negroes were taken to the colo- 
nies which raised tobacco, rice, and indigo. Ne- 
groes were especiall}^ fitted to endure a hot and 
malarial climate. After the Revolution, slavery 
was abolished in the colonies that had few ne- 
groes. But, where almost all the labor was done by 
slaves, it was much harder to get rid of slavery. This 
led to the difference between free and slave States, and 
at last to our civil war. 

The slaves at first did not speak English, and they character of 

• 1 A r • ' o r 1 ^^^ slaves. Tn^ 

practiced many wild African customs. Some of them surrections. 
were fierce, and the white people were afraid of them. 
Great harshness was used to subdue them. The negroes 
often made bloody insurrections, which were put down 
with great harshness. One of these was in New York 
city in 171 2. Twenty-four negroes were put to death on 
this occasion, some of them in the cruel ways used in that 
time. In 1740 there was an uprising of slaves in South 
Carolina, and a battle between them and the white peo- 
ple, in which the negroes were routed. In 1741, on a 
bare alarm of intended insurrection, thirty-three slaves 
were executed in New York, thirteen of them by fire. 
Like severity was shown in other colonies, for people 
were more cruel in that day than in later times. 



lo8 BOND-SERVANTS AND SLAVES IN THE COLONIES. 

.estions for What English system of cultivating land was brought to Virginia at 

'"'^y- the first ? What could be done with a tenant if he did not pay his rent? 

What share of the produce of the land did the tenant pay to his lord ? 
How long was the tenant bound to stay on the land ? To what other 
English colony were tenants sent ? Where did the Dutch establish the 
same system ? What other class besides tenants were sent to 

Virginia ? What were most of these at first ? What other servants 
were after a while sent to Virginia and New England ? (What is the 
meaning of " adult " ?) How long were these adult servants bound to 
serve? Were there many or few of this sort? In what respect were 
these servants like slaves ? How were they often treated ? What 

was the business of the people called "spirits" or "crimps"? How 
did they sometimes send men against their will ? What was this called ? 
How did they procure children to sell to the colonists? How were the 
heirs to estates treated in some cases ? Tell what happened to little 
Lord Annesley. What were white bond-servants called ? How 

many of these were yearly sold into Virginia about 1670? What were 
the men called who took droves of redemptioners through Pennsylvania 
to sell ? What happened to many of these servants ? What was 

the character of the English laws against small crimes at this time ? What 
was done with some of the people who were sentenced to death for petty 
offenses ? How long a time were the convicts sold for ? What did 
the Americans think of this plan of sending convicts to this country ? 
In what year were negroes first brought to Virginia ? By what kind 
of a ship ? What other notable event happened in Virginia in this year? 
Why was it thought right to make slaves of negroes ? Were many 
negroes brought at first ? Who did most of the labor ? What caused 
a great many negroes to be brought to Virginia and Maryland about the 
close of the seventeenth century ? What caused many slaves to be 
brought to South Carolina near the same time ? Why were there 

fewer slaves in the Northern colonies than in those farther south ? For 
what were slaves mostly kept in New England ? In what two cities of 
the middle colonies were there a great many negro slaves ? Were there 
many slaves in the country regions of New York and Pennsylvania? 
Why not ? To what colonies were the larger number of negroes taken ? 
Why was it easier to abolish slav^ery in the Northern colonies than the 
Southern ? What caused the difference between free and slave States ? 
What war grew out of this difference? What peculiarities had 

the negroes when they first came ? What was the character of some of 
them? What took place among the negroes in New York in 1712? 
How many negroes were put to death ? What happened in South Caro- 
lina in 1740? What took place in New York in 1741 ? How many 
were put to death ? How were some of these executed ? In what way 
did the people of that time differ from people in our day ? 



BOND-SERVANTS AND SLAVES IN THE COLONIES. 



109 



I. White tenants and servants. 

1. Tenants. 

2. Indentured servants. 

3. Trapanning and kidnapping. 

4. Redemptioners and soul-drivers. 

5. Convict-servants. 
II. Negro slaves. 

1. The first slaves in 161 9. 

2. Increase of slaves after 1700. 

3. Negro slaves at the North and at the South. 

4. Character of the negroes and their treatment. 

5. Negro insurrections. 



Study by topics. 



and Sabbath- 
breaking. 



CHAPTER XIX. 
Laws and Usages in the Colonies. 

Our forefathers brought many curious old customs Laws against 
and laws from England, The laws of that time were 
very meddlesome. Men were punished for lying, which 
nowadays we think is only to be cured by good exam- 
ple 'and good teaching. A fine was imposed on profane 
swearing by the laws of nearly all the colonies ; in New 
England the tongue of the swearer was sometimes 
pinched in the opening of a split stick. In all the 
colonies there were laws about keeping the Sabbath ; 
in many of them there were punishments for not 
going to church. In New England the Sunday laws 
were rigorously enforced, and the Sabbath was made 
to begin at sunset on Saturday evening. The people 
were at first called to church by beating a drum in 
the streets. For more than a hundred years after the 
settlement of Massachusetts, people were not allowed 
to sit in Boston Common on Sunday, or to walk in the 
streets except to church, or to take a breath of air on 




no 



LAWS AND USAGES IN THE COLONIES. 



Laws against 
scolding and 
drunkenness. 



a hot Sunday by the sea-shore directly in front of their 
own doors. Two young people were arrested in Con- 
necticut for sitting together on Sunday under a tree 
in an orchard. 

If men were punished for swearing, women were 
also forbidden to be too free with their tongues. In 
J, Virginia and some other colo- 

nies women, for scolding or 
slander, were put upon a duck- 



iaCf" 



/' ' ' (C. ^* ^^ (-■?> g ing-stool and dipped in 

the water. In 

New England 

they were 

gagged and 

set by their 

own doors, 

"for all 




THE DUCKING-STOOL 



Other curious 
punishments. 



comers 
and go- 
ers to gaze at." Drunkards were sometimes obliged to 
wear a red letter D about their necks, and other 
offenses were punished by suspending a letter, or a 
picture, or a halter about the neck. 

Standing with the head and hands fast in the pil- 
lory, to be pelted with eggs by the crowd, and sitting 
with the feet fast in the stocks, were forms of pun- 
ishment. In some places there were cages, in which 
criminals were conhned in sight of the people. Pun- 



LAWS AND USAGES IN THE COLONIES. 



Ill 




^'its in the pillory and stocks, or in a cage, were in- 
on some occasion of public concourse — a lecture- 
r>T a market-day 
— -lo make the shame 
greater More severe 
than stocks or pillory 
were the customary 
punishments of whip- 
ping on the bare 
back, cropping or 
boring the ears, 
and branding the 
hand with a hot 
iron. There were 
also sometimes, for 
great crimes, cruel pun- 
ishments of burning alive, or 
hanging alive in chains, but these were very rare. 

Our forefathers were more superstitious than people charms against 

witches. 

are now, and they were very much afraid of witches. 
This foolish belief in witchcraft prevailed both in Eng- 
land and America. People sometimes nailed up horse- 
shoes, or hung up laurel-boughs in their houses, to 
protect themselves from magic charms. When but- 
ter would not come for churning, red-hot horseshoes 
were dropped into the milk to " burn the witch out." 
When pigs were sick and thought to be bewitched, 
their ears and tails were cut off and burned. There 
were people tried in almost every colony for witch- 
craft. In England and in many other countries, exe- 
cutions for witchcraft were more common than in any 
of the colonies. 



THE STOCKS. 



112 



LAWS AND USAGES IN THE COLONIE<v 



The Salem witch- 
craft excitement 



Religious per- 
secution in the 
colonies. 



Of the many excitements about witchcraft in the 
colonies, the one that went to the greatest extreme wr.3 
that in Salem, Massachusetts, in 1692, So great was 
the agitation that the most serious people lost their 
self-possession, and some poor people even believed 
themselves to be witches, and confessed it. Tn the 
fright and indignation that prevailed, twenty people 
were executed, and the jails were crowded with the 
accused. One fourth of the inhabitants of Salem_ moved 
away, afraid either of the witches or of being charged 
with witchcraft. At length reason returned to the 
people, the prisoners were released, and there was 

the deepest grief 
that the fanati- 
cism had gone so 
far. There has 
never been an ex- 
ecution for witch- 
craft in this coun- 
try from that day 
to this, though 
there are still 
some ignorant 
people who be- 
lieve in such 
things. 

In most of the 
colonies there was, 
at some time, per- 
secution lor religious opinions. In Virginia, only the 
Church of England form of worship was allowed at 
first, and Catholics, Puritans, Quakers, Presbyterians, 




PUNISHMIF.NT OF A DRUNKARD, 



LAWS AND USAGES IN THE COLONIES. 115 

and Baptists were persecuted. In Massachusetts, for 
a long time, only the Puritan or Congregational wor- 
ship, as set up by law, was allowed. Those who 
advocated other doctrines were punished, and many 
Quakers were whipped, and some of them even put 
to death for coming back after they had been ban- 
ished. Lord Baltimore wished to give toleration in 
Maryland to all who believed in Christ, but the law- 
makers of Maryland afterward made laws to annoy 
those who were of Lord Baltimore's own religion — the 
Roman Catholic. Roger Williams, who was banished 
from Massachusetts for his opinions, founded what is 
now called Rhode Island, on the plan of entire lib- 
erty in religious matters. He went further than Lord 
Baltimore, and gave to Hebrews and to unbelievers 
the same liberty with Christians. In Pennsylvania, 
where the Friends or Quakers were in the majority, 
there was toleration ; and persecution ceased in all 
the colonies before the Revolution. 



What did our forefathers bring frorxi England ? What difference was Questions for 
there between their treatment of lying and ours ? How was profane ^^^'^v- 
swearing treated ? What kind of laws were there in all the colonies 
about the Sabbath ? And in nearly all about church-going ? At what 
time did the New England Sabbath begin ? What examples are given 
of the strictness of the Sabbath law in Boston for more than a hundred 
years ? What example is given of the law in Connecticut ? How 

were women punished in some of the colonies for scolding and slander? 
How were they punished in New England ? How were drunkards pun- 
ished sometimes? How was a man punished in the pillory? In « 
cages ? What punishments are mentioned as more severe than the pil- 
lory' or the cage ? What very cruel punishments were sometimes visited 
on great crimes ? What is said of the superstitiousness of our 
forefathers ? What did people do in former times to keep off the evil 
charms of witches ? When they thought that the churning of milk was 
bewitched, what did they do ? What did they do in the case of bewitched 



114 



LAWS AND USAGES IN THE COLONIES. 



pigs ? What is said of witchcraft trials in nearly all the colonies ? In 
England ? Where was the worst of all the witchcraft excitements in 
America ? In what year ? What was the effect of the agitation ? How 
many people were executed ? Were these all who were accused ? What 
was the effect on the population of Salem ? When reason returned to 
the people, what was done ? How did they feel about it ? Has there 
ever been an execution for witchcraft in this country since ? Was relig- 
ious persecution common in the colonies ? What form of religion was 
established in Virginia ? What denominations were persecuted there ? 
What was the established religion in Massachusetts ? What was done 
to the advocates of other doctrines ? What happened to Quakers m 
Massachusetts ? What did Lord Baltimore wish to do in the matter of 
religious toleration ? What did the law-makers of Maryland afterward 
do ? From what colony was Roger Williams banished ? What colony 
did he found ? On what plan did he establish it? How did he go fur- 
ther than Lord Baltimore ? Was there persecution in Pennsylvania ? 
What religious denomination held control there ? How had they been 
treated in the other colonies ? What change took place in the matter of 
persecution, before the Revolution? 

Study by topics. I. Laws against lying, swearing, Sabbath-breaking, scolding, and 

drunkenness. 
II. Old-fashioned punishments. 

III. Superstitions. 

1. The fear of witches. 

2. The Salem witchcraft delusion. 

IV. Religious persecution. 

1. Persecution in Virginia. 

2. Persecution in Massachusetts. 

3. Lord Baltimore's plan for Maryland. 

4. Roger Williams and Rhode Island. 

5. Toleration in Pennsylvania. 



SECOND REVIEW.— LIFE IN THE COLONIES. 

First Division : The Indians and the White People. 

Indian life. (Chapter XIII.) 

1. Appearance and dress of the Indians. 

2. Their houses, furniture, and food. 

3. Their occupations and tools. 

4. Their trade with white men. 



115 



REVIEW OF LIFE IN THE COLONIES. 

II. Their wars with the white people. (Chapter XIV.) 

1. The first massacre and war in Virginia. 

2. The Pequot war. 

3. King Philip's war. 

4. Bacon's war in Virginia. 

5. Wars in South and North Carolina. 

Ill, Methods of early Indian war. (Chapter XV.) 

1. The primitive weapons of the Indians. 

2. Pikes, matchlock-guns, and armor of the white man. 

3. Change of arms by Indians and white men. 

4. Indian modes of fighting. 

5. Captives among the Indians. 

6. How settlers defended themselves. 



Second Division: Life and Labor among the Colonists. 

I. Home-life in the colonies. (Chapter XVI.) 

1. Various sorts of houses. 

2. Furniture. 

3. Food and drinks. 

4. Dress. 

5. Modes of travel and of carrying freight. 

6. Education. 

7. Amusements. 

11. Farming and commerce in the colonies. (Chapter XVII.) 

1. Silk, wine, and other experiments. 

2. Tobacco-raising. 

3. Rice and indigo. 

4. Corn, wheat, and potatoes. • 

5. Cattle, hogs, horses. 

6. Farming-utensils. 

7. Commerce and fisheries. 

8. Pirates. 

III. Bond-servants and slaves. (Chapter XVIII.) 

1. Tenants. 

2. Bond-servants, crimps, etc. 

3. Convict-servants. 

4. Slaves, a. Introduction of them, 1619. b. Distribution of 

slaves, c. Insurrections and punishments. 

IV. Laws and customs. (Chapter XIX.) 

1. Sabbath laws. 

2. Curious punishments. 

3. Laws about witchcraft. The Salem excitement. 

4. Persecutions for religion. 

9 



ii6 



THE SPANISH IN FLORIDA. 



The Spanish col- 
ony in Florida. 



Founding of Que- 
bec by Champlain. 




CHAPTER XX. 
The Spanish in Florida and the French in Canada. 

The English were not the only people who had colo- 
nies in North America. The Spaniards, who claimed 
the whole continent, had planted a colony at Saint 
Au'-gus-tine, in Florida, in 
1565, forty-two years be- 
fore the first permanent 
English colony landed at 
Jamestown. Saint Augus- 
tine is thus the oldest city 
in the United States. But 
the Spaniards were too 
busy in Mexico and in Cen- 
tral and South America to 
push their settlements far- 
ther to the north, though 
they were very jealous of 
the English colonies, and 
especially of South Caro- 
lina and Georgia. 

The French laid claim 
also to a large part of 

North America. They 

tried to plant a colony 

in Canada in 1549, and 
afterward made some 
other attempts that 
failed. Quebec [kwe- 
bec'J was founded by 



Spanish Discoveries in Florida. — 
Ponce de Leon [pon'-thay day lay-on ; 
common'y in English, ponss deh lee'-on], 
an old Spanish explorer, set sail in 1513 
from the island of Porto Rico, to discover 
a land reported to lie to the northward of 
Cuba, and which had somehow come to 
be called Bimini [bee-mce-nee]. It was 
said to contain a fountain, by bathing in 
which an old man would be made young 
again. On Easter Sunday Ponce discov- 
ered the mainland, which he called Flori- 
da, from Pascua Florida [pas'-kwah flor- 
ee'-dah], the Spanish name for Easter 
Sunday. In 1521 Ponce tried to settle 
Florida, but his party was attacked and 
he was mortally wounded by the Indians. 
Florida was then believed to be an island. 
After his death, other Spanish adventur- 
ers explored the coast from Labrador 
southward, and even tried to find gold- 
mines, and plant colonies in the interior 
of the country. The most famous of 
these expeditions was that of Hernando 
de Soto [aer-nan'-do day so'-to], a Span- 
ish explorer, wno reached Florida in 
1539. He marched through Georgia, 
Alabama, and Mississippi. He was de- 
termined to find some land yielding gold, 
like Mexico and Peru. But he treated 
the Indians cruelly, killing some of them 
wantonly, and forcing others to serve him 
as slaves. The savages, in turn, attacked 
him again and again, until his party was 
sadly reduced. De Soto tried to descend 
the Mississippi River to the Gulf of Mex- 
ico, but at the mouth of the Red River 
he died of a fever. His body was buried 
ir he Mississippi, to keep the Indians 
from disfiguring it in revenge. A few of 
his followers reached the Gulf and got to 
the Spanish settlements in Mexico. 



J 



THE FRENCH IN CANADA. 



117 




a great French explorer, Champlain, in 1608, the very 
year after the English settled at Jamestown. At Que- 
bec the real settlement of Canada was begun, and it 
was always the capital of the vast establishments of the 
French in America. 

The French, like the English, were trying to find the French explora- 
tions in the in- 

Pacific Ocean, and they were much more daring in their tenor, 
explorations than the English colonists, 
whose chief business was farming. Joliet 
[zhol-yay] and Father Marquette [Mar-ket'J 
reached the Mississippi in 1673, and an- 
other Frenchman, La Salle [lah-sahl], 
explored the country west of the AUe- ^ 
ghany Mountains, and discovered the ^ 
Ohio. After many disasters and fail- ^ 
ures, La Salle succeeded in reaching 
the mouth of the Mississippi. Father "^ •'"'-^^ 

Hennepin, a priest, explored the upper Mississippi. The 
French then laid claim to all the country west of the 
Alleghanies. Over the region they established posts and 
mission-houses, while the English contented themselves 
with multiplying their farming settlements east of the 
mountains. 

When La Salle reached the mouth of the Mississippi Founding of 

. , ^ . Louisiana and 

he took possession of the country in the name of Louis of French posts 
XIV., and called it Louisiana, in honor of that king, diangf 
The settlement of Louisiana was begun in 1699, The 
French held the St. Lawrence and the Mississippi, the 
two great water-ways of North America, and they con- 
trolled most of the Indian tribes by means of mission- 
aries and traders They endeavored to connect Canada 
and Louisiana by a chain of fortified posts, and so to 



ii8 



THE FRENCH IN CANADA. 



■Weakness and 
strength of the 
French in 
America. 




FRENCH GENTLEMAN 
OF THE TIME. 



The French in- 
fluence over the 
Indians. 




A MISSIONARY PRIES r. 



hold for France an empire, in the heart of America, 
larger than France itself. 

But the weakness of the French in America lay in the 
fewness of their people. Canada, the oldest of their colo- 
nies, was in a country too cold to be a prosperous farm- 
ing country in that day. Besides, its growth was 
checked by the system of lordships with tenants, which 
some of the English colonies had also tried. But in- 
^ ferior as the French were in numbers, they were 
strong in their military character; they were almost 
all soldiers. The English were divided into colo- 
nies, and could never be made to act together ; but 
the French, from Canada to the Mississippi, were ab- 
solutely subjected to their governors. 

The French were also rendered terrible to the 
English colonies by their skill in controlling the Indians. 
The great business of the French in Canada was the fur- 
trade, and this was pushed with an energy that quite left 
the English traders behind. The French drew furs from 
the shores of Lake Superior and from beyond the Missis 
sippi. The French traders gained great influence over 
the Indians. The English treated the Indians as infe- 
riors, the French lived among them on terms of equality. 
The French also gained control of the Indian tribes by 
means of missionary priests, who risked their lives and 
spent their days in the dirty cabins of the savages to 
teach them religion. The powerful Iroquois confederacy, 
known as the " Five Nations," and afterward as the " Six 
Nations," sided with the English, and hated and killed 
the French. They lived in what is now the State of New 
York. But the most of the tribes were managed by the 
French, who sent missionaries to convert them, ambassa- 



THE FRENCH IN CANADA. 



119 



dors to flatter them, gunsmiths to mend their arms, and 

military men to teach them to fortify, and to direct their 

attacks against the settlements of the English. 

The wars between the French colony in Canada and Subjects of dis- 
pute between the 

the English colonies in what is now the United States French and Eng- 

1,1 1 T^ 11-^11 ^'^^ '" America. 

were caused partly by wars between l^ ranee and England 
in Europe. But there were also causes enough for enmi- 
ty in the state of affairs on this side of the ocean. First, 
there was always a quarrel about territory. The French 
claimed that part of what is now the State of Maine 
which lies east of the Kennebec River, while the 
English claimed to the St. Croix. The French 
also claimed all the country back of the Alleghanies 
With a population not more than one twentieth of that 
of one of the English colonies, they spread their claim 
over all the country watered by the lakes and the 
tributaries of the Mississippi, including more than half 
of the present United States. Second, both France and 
England wished to control the fisheries of the 
eastern coast. Third, both the French and the 
English endeavored to get the entire control of the 
fur-trade. To do this the French tried to win the 
Iroquois Confederacy to their interest, while the English 
sought to take the trade of the Western tribes away from 
the French. Fourth, the French were Catholics and the 
English mostly Protestants. In that age men were very 
bigoted about religion, and hated and feared those who 
differed from them. 




COUREUR DES BOIS, 

OR WANDERING FUR-TRADER, 

OF CANADA. 



LONG-HOUSE 
OF THE IROQUOIS. 




120 



THE FRENCH IN CANADA. 



Questions for 
study. 



FRENCH CLAIM 
IN THE PRESENT 
STATE OF MAINE. 



When did the Spaniards plant a colony in Florida? Whereabouts in 
Florida did the Spaniards first settle } Which is the oldest city in the 
United States ? How long before the settlement at Jamestown was St. 
Augustine settled.? [Subtract 1565 from 1607.] Why did the Spaniards 
not push their settlements farther to the north } What feelings did they 
have about South Carolina and Georgia } How much of North America 
did Spain claim } Where was the beginning of permanent French 

settlements in America made } By whom was Quebec founded ? In what 
year ? How long was this after English settlement at Jamestown .'' What 
was the capital and center of the French establishments in America.'' 
What were the French trying to find .'' How did their e.Kplorations 
compare with those of the English ? What was the chief business of the 
people in the English colonies ? Who discovered the Mississippi in 
1673? Who first explored the Ohio River.? Who descended the Mis- 
sissippi to its mouth.' (What large city is now situated near the mouth 
of the Mississippi ?) What is the name of the priest who first explored 
the upper Mississippi ? To what part of this country did the French lay 
claim ? What did they establish here ? What were the English colo- 
nists doing at this time } What did La Salle call the countiy at 
the mouth of the Mississippi ? In honor of what king did he thus call it ? 
When was the settlement of Louisiana begun ? What two great water- 
ways did the French control at this time ? How did they propose to con- 
nect Canada and Louisiana? W'hat would they thus hold for France? 
What was the weakness of the French power in America? Why was 
Canada not a prosperous farming country ? 
What held its growth in check? How 
were the French strong ? Which were the 
most united, the English or the French, in 
America ? What besides this rendered the 
French terrible to the English ? What was 
the chief business of the French in Can- 
ada ? From how far to the west did they 
get furs ? What difference was there in 
the French and the English way of treat- 
ing the Indians ? What is said of the mis- 
sionary priests? What powerful Indian 
nation held to the English ? How did the 
French control most of the other tribes ? 
How were many of the wars between 
the French and English in America 
caused ? But, besides these quarrels between the two countries in 
Europe, there were causes of strife in America : what is the first one 
named ? What part of Maine did the French claim ? (Look on the map 
and say about what proportion of the State lies east of the Kennebec 




THE FRENCH IN CANADA. 



121 



study by topics. 



River.) What other territory did they claim in what is now the United 
Sjtates.'' In what way were the fisheries a source of enmity? How was 
the fur-trade a matter of conflict } How did the French try to get entire 
control of it } How did the English seek to get it } What religious 
ground for opposition between the two was there ? What was the char- 
acter of religious differences in that day ? 

1. The Spanish colony at St. Augustine. 1565. 

2. The French colony at Quebec. 1608. 

3. The French explore the Mississippi. 

4. Louisiana settled. 1699. 

5. Weakness and strength of the French in America. 

6. French influence over the Indians. 

7. Causes of war between the French and English in America. 

St. Augustine in was planted by the in 1565, years be- 
fore Jamestown was settled. The oldest city in the United States is . 

The beginning of permanent French settlement in America was made at 

in , one year after Jamestown was settled. Quebec was founded 

by . The Ohio was discovered by . The Mississippi was ex- 
plored to its mouth by ■, who called the country after Louis XIV, 

king of France. Louisiana was settled in . The French controlled 

at this time two great water-ways from the sea to the heart of the conti- 
nent — the river and the river . 

.St. Augustine | ( Florida ) | Spaniards, 1565. Blackboard iilus 

Jamestown V in -s Virginia |- founded by <, English, 1607. tration. 

Quebec ) ( Canada ) ( French, 1608. 



Skeleton sum- 
mary (of the 
narrative part 
of the chapter). 




PRESENT TERRI- 
TORY OF THE 
UNITED STATES,' 
SHOWING BY WHOM 
IT WAS CLAIMED 
BEFORE 1763. 



122 



THE FRENCH IN CANADA. 



Geography. 



Books. 



Let the pupil, on a map of the United States, point out the St. Lawrence ad 
the Mississippi, as two roads leading to the heart of America. Let him show hiv 
the French and Spanish territory quite surrounded the English colonies on all U 
their ocean side, and stopped their growth to the westward. Point out Florida a:l 
St. Augustine. Point out Quebec. Point out the mouth of the Mississippi. 

Parkman's " Pioneers of France in America." 



" King ^ViIliam's 
War " begun. 



French and 
Indians attack 
Schenectady and 
other places. 



CHAPTER XXT. 
Colonial Wars with France and Spain. 

There were four wars with the French durins: the 
colonial time. The first was called " King- William's 
War," from William III, King of England. It lasted 
from 1689 to 1697. In this war the first severe blow 
fell on the settlements of Maine, where the Indians in 
t'lie French interest attacked the settlers in June, 1689, 
paying old grudges by torturing their victims. But the 
French did not escape. The Iroquois Indians were in 
alliance with the English, and had, besides, their own 
reasons for taking revenge on the French. In this same 
summer of 1689 they attacked the settlements about 
Montreal at daybreak, and killed, in their horrible way, 
two hundred people, and carried as many more into 
captivity. 

The French replied, not by assailing the Indians, 
but by carrying fire and massacre into the province of 
New York. In the bitter weather of January, 1690, a 
party of one hundred and ten, French and Indians, hav- 
ing traveled through frozen forests for many days, 
entered Schenectady [sken-ec'-ta-dy] at midnight and 
massacred sixty of its people. Those who escaped fled 
half naked through the snow to Albany, sixteen miles 



i 



COLONIAL WARS WITH FRANCE AND SPAIN. 



123 



away. Another party, from Canada, fell on the settle- 
ment at Salmon Falls, N. H., and a third carried the 
like horrors to Casco Bay, in Maine. All the people 
on the frontier of the Northern colonies were now in 
terror. 

To meet the danger, some sort of united action First united 

action of the 

among the colonies was necessary. A congress of com- colonies, 
missioners from several colonies met in New York, in 
1690, and planned an invasion of Canada. In accord- 
ance with this plan. Sir William Phips took Port Royal, 
in Nova Scotia. Two expeditions were sent against 
Quebec : the one from New York and Connecticut went 
by Lakes George and Champlain ; the other, from Bos- 
ton, under Sir William Phips, was sent in a fleet of 
thirty-four ships. The land expedition was a failure, 
and never even reached Canada. The fleet reached 
Quebec, but failed to capture it. 

But Peter Schuyler, of Albany, a man much be- 
loved by the Iroquois, who called him " Quider," 
led an expedition, in 1696, into the French 
settlements. He did what he could to pre- 
vent Indian cruelties. But the 
war was made up of barbari- 
ties and miseries without result, 
until peace between France and 
England, in 1697, 
brought a little 
welcome repose 
t(5 the colonists 
of both nations, 
after eight years 
of war. 




Colonel Schuy- 
ler's expedition 
against the 
French. 



124 



COLONIAL WARS WITH FRANCE AND SPAIN, 



* Queen Anne's 
War." 




QUEEN 

ANNE. 



In 1702 began the war known as "Queen Anne's 
War." In this war England fought against Spain as 
well as France. South Carolina was involved in a 
war with the Spaniards and Indians of Florida, 
while the Northern colonies were struggling 
against Canada. The Governor of South Caro 
lina made successful inroads upon the Florida 
Indians, but he could not capture St. Angus 
tine. Port Royal, in Nova Scotia, was again 
taken from the French in 17 10, but the at 
tempts made to take Quebec were once more a 
•y" failure. The war was chiefl}^ notable for the hor- 
rible onslaughts of the Canada Indians on some of 
the towns of the Northern frontier. Deerfield, in 
western Massachusetts, was destroyed in 1704, and more 
than a hundred of its people carried into captivity. 
The war lasted about eleven years. A treaty was made 
in 1 71 3, and there was a long peace between France 
and England. But the intrigues of both powers with 
the savages continued, and New England had many 
bloody engagements with the Indians of Maine, who 
were under the influence of the French. 

In 1740, during a war with Spain, General Ogle- 
thorpe, the founder of Georgia, tried to conquer Flor- 
ida, but the fortifications of St. Augustine were too 
strong for him. Two years later the Spaniards invaded 
Georgia, but Oglethorpe manoeuvred his little force with 
so much skill as to lead the Spanish into ambuscades 
and defeat them at every point. • 

"KinK George's In 1 744 the War between England and France, 

War " and the , , » 1 • 

first c:.niure of known as " King George s War, began. At that time 
ouis «u. .. rnany French privateers were sent out to plunder New 



Oglethorpe and 
the Spanish in 
Florida. 



COLONIAL WARS WITH FRANCE AND SPAIN. 



125 




GATEWAY AT 
ST. AUGUSTiNE. 



England ships. 
These privateers came out 
of Louisbourg [loo-ee-boorg], a 
French stronghold on Cape Breton 
Island. Governor Shirley, of Massachu- 
setts, sent against this place four thousand untrained 
New England militia. They were commanded by a 
merchant, and their ofificers did not know even the 
meaning of military terms. But they made up in 
courage and enthusiasm for their inexperience. The 



126 COLONIAL WARS WITH FRANCE AND SPAIN. 

Americans had few cannon, but their favorite amuse- 
ment had always been target-shooting, and the deadly 
skill with which they used their muskets made it almost 
impossible for the French to work their guns. The 
excitement over this contest put a stop to almost all 
kinds of business in the Eastern colonies, and when at 
length the powerful fortress surrendered to a little 
army of farmers and mechanics, there was no end of 
joy in New England. This was the chief victory of 
the war, and it gave the American troops confidence 
in themselves. At the close of the war, in 1748, 
England returned the place again to the French, in 
exchange for advantages elsewhere. This was a bit- 
ter disappointment to the New-Englanders, who called 
the day of its surrender a " black day, to be forever blot- 
ted out of New Enpfland calendars." 



Questions for How many wars were there with the French during the colonial time ? 

*"^ ^' What was the first of these called ? In what year did it begin ? In what 

year did it end ? (Subtract 1689 from 1697 : about how many years 
did it continue ?) Where was the first severe blow felt ? W'^ho at- 
tacked the settlements of Maine } How did the Indians of Maine pay old 
grudges against the settlers ? Who struck the first blow against the 
French ? How many people did the Iroquois kill about Montreal ? How 
many did they take prisoners ? How did the French reply to this 

blow ? What town did they attack in New York ? What became of the 
people of Schenectady? What place was attacked by another party 
from Canada ? Where did a third party strike ? What were the feel- 
ings of people in the frontier towns at this time? What was necessary 
to meet the danger ? Where did the commissioners from the various 
colonies meet ? In what year did the first united action take place? 
What did the commissioners plan ? What place was taken from the 
French by Sir William Phips ? How many expeditions were sent 
against Quebec ? By what route did the troops from New York and 
Connecticut try to go ? How was the Massachusetts expedition sent ? 
What was the result of the expedition sent by the lakes ? What did 
the fleet do? Who led an expedition into the French settle- 



COLONIAL WARS WITH FRANCE AND SPAIN. 



127 



ments in 1696? Where did Schuyler live? How was he regarded by 
the Iroquois ? What did the Indians call him ? What did he do 
with reference to Indian cruelties ? But what was the character of 
the war? In what year did France and England make peace? 
In what year did Queen Anne's War break out ? What other coun- 
try besides France did England have war with at this time ? What 
colony was involved in a struggle with the Spaniards ? What did 
the Governor of South Carolina do ? What town in Nova Scotia was 
taken ? What was the result of a new attempt to take Quebec ? For 
what was the war chiefly 
notable ^ What happened 
at the destruction of Deer- 
field m 1704^ How long 
did the war last -* In 
what year 
was peace 
made ^ 
Was this 




OLD HOUSE AT DEERFIELD. 



a long or short peace? 
But what disturbed the re- 
pose of the colonies during this peace ? 

What did General Oglethorpe do in 1740? What happened when 
the Spaniards attacked Georgia two yer.rs later ? In what year 

did King George's War begin ? From what port were French pri- 
vateers sent out to destroy New England ships? Where was Louis- 
bourg ? (Where is Cape Breton Island ?) How many men did Gov- 



128 



COLONIAL WARS WITH FRANCE AND SPAIN. 



ernor Shirley, of Massachusetts, send against this place ? What kind of 
men were they? What kind of officers did they have ? How did these 
soldiers make up for their inexperience ? What had been their favorite 
amusement ? What was the effect of their marksmanship ? When the 
place surrendered, what was the feeling in New England ? What pro- 
portion of the New England men lost their lives ? What was the effect 
of the victory on the American troops ? What was the feeling in New 
England when Louisbourg was returned to the French in 1748? 



Study by topics. 



GEORGIA AND FLORIDA 

AS THEY WERE IN 
OGLETHORPE'S TIME. 



Geography. 








I. King William's War. 1689 to 1697. 

1. The first blows. 

2. The attacks on Schenectady and other 

places. 

3. The attempt to take Quebec. 
II. Queen Anne's War. 

1. Florida attacked from South Carolina. 

2. Attacks on Canada. 

3. Massacres on the Northern frontier. 

III. Oglethorpe's attack on Florida. 

IV. The third French war, or King George's War. 

1744 to 1748. 
X. The taking of Louisbourg. 
2. Its return to the French. 



The geographical points to be fixed in the pupil's mind by reference to maps are — 
1. The French claim in Maine. (Is the region east of the Kennebec about two 
thirds or about three fourths of Maine ?) 2. The French claim to the Mississippi 
Valley. (Let the pupil, after e.xamining a map of the United States, decide whether 
the portion of our country drained by rivers flowing into the Mississippi is lass or 
more than one half.) 3. The position of Cape Breton and Louisbourg. 4. By what 
course Vv^ould fleets sailing from Boston have to go to reach Quebec ? 5. Let the pu- 
pil point out on a map the route to Canada and Quebec by the way of Lakes George 
and Champlain. 6. Relative position of Georgia and Florida. 



CHAPTER XXII. 

Braddock's Defeat and the Expulsion of the 
Acadians. 



The French made use of the years that intervened 
between the peace of 1748 and the outbreak of hos- 
tilities in 1754 to draw a line of posts along the Ohio 



BRADDOCK S DEFEAT. 



129 



■Washington's Embassy. — The 
French officers were very much impressed 
by Washington, and showed him many 
courtesies, though they tried to persuade 
his Indians to leave him. On his return 
a French Indian tried to kill him by firing 
at him, and then pretending that his gun 
had gone off accidentally. The Indian 
was caught, and Washington's compan- 
ion. Gist, would have killed him, but 
Washington let him go. But he and Gist 
were obliged to travel on foot all night 
and all the next day to avoid pursuit. 
They found the Alleghany River filled 
with floating ice. They tried to cross on 
a raft, but the ice caught the pole with 
which Washington was pushing and threw 
him into the river. He caught hold of 
the raft and drew himself out. They 
were obliged to pass the night on an island, 
and Gist was badly frost-bitten. Wash- 
ington got back to Williamsburg, the 
capital of Virginia, in January, and the 
story of his adventures and of the French 
encroachments agitated the Virginians. 



and near to the Allegha- 
ny Mountains, intending to 
confine the English to the 
country east of the Alle- 
ghanies, and to secure to 
themselves the whole of 
the great interior valley. 
This was especially exas- 
perating to Virginia, which 
claimed the western coun- 
try. George Washington, 
then a young man of twen- 
ty-one, who had already 
spent much time on the 
frontier as a surveyor, was 
sent into the wilderness by 
the Governor of Virginia as an ambassador to urge the 
French to depart peaceably. This errand the athletic 
and cool-headed young man accomplished, in spite of 
great hardships and dangers. 

In the next year — ^1754 — Washington was sent as a Washington 

tries to expel 

major at the head of some troops to dislodge the the French. 
French, who had built a post at the head of the Ohio, 
where Pittsburg now stands. This they called Fort 
Duquesne [du-ken]. Washington found the French too 
strong for his force, but, by surprising and defeating a 
skulking party of them, he brought on the war, which 
the French wished to postpone. Washington was him- 
self afterward attacked by a superior force, and com- 
pelled to capitulate and retire from the disputed ground. 

In 1755 General Braddock, an English officer, Braddock's 

ijr -jT-.... ,, r-r^ expedition, 

marched from Virginia in command of an army of Eng- 



Braddock 
attacked. 




1 Op braddock's defeat. 

lish regulars and colonial militia, to drive the French 1 
from Fort Duquesne. Braddock was brave and honest, 
but harsh and brutal in manners. He could not under- 
stand the nature of a war in the woods. Like other 
English officers of the time, he despised the American 
militia and their half-Indian way of fighting. 

When only eight miles from Fort Duquesne, the 
French and Indians attacked Braddock's army. The 

scarlet coats and 

solid ranks were a 

good target, and 

the soldiers were 

mowed down by 

the deadly fire 

that came from 

trees and gullies 

where no enemy 

was to be seen. 

The British 

soldiers. 




though 

brave enough, 

ouNG WASHINGTON wcrc unuscQ 

RALLYING BRADDOCK'S TROOPS. , 

to such war- 
fare, and unable to do anything to repel the unseen foe. 
After standing huddled together for three hours, they 
broke and fled. The Virginians, whom Braddock had 



I 



BRADDOCK S DEFEAT. 



131 



despised, had stood their ground for a while, fighting 
behind trees like the Indians ; but Braddock, esteem- 
ing this cowardly, ordered them to " come out in the 
open field like Englishmen," and even struck some of 
them with the back of his sword. 

General Braddock exposed himself fearlessly. He Braddock defeat- 

. ed and killed. 

had four horses killed under him, and was on the fifth 

when he was mortally wounded. George Washington, 

who was the only officer on Braddock's staff not killed or 

wounded, behaved with admirable courage. He had 

two horses shot under him, and four bullets pierced his 

clothes. Nearly all the officers of Braddock's army were 

killed or wounded, and the soldiers who escaped the 

slaughter fled back to Fort Cumberland in a wild panic. 

In the same summer with Braddock's defeat came the Expulsion of the 

removal of the Acadians. Acadia was the name of the 

region now included in the provinces of Nova Scotia and 

New Brunswick. It had been settled by the French 

about one hundred years when the English conquered it 

in 1 7 10, during Queen Anne's War. The people were a 

very ignorant peasantry, who continued to speak French 

and to take sides secretly with their own nation in every 

struggle between the two countries, though they had 

lived forty-five years under English rule. In this war 

the hard resolution was taken to scatter the Acadians 

through the various English colonies. They were seized 

and put on board vessels and sent away ; their houses 

and barns were burned, and their lands confiscated. 

Some of them got to Louisiana, some to Canada, and 

some, after great hardships, made their way back to 

Acadia ; others were scattered in various places, and their 

sufferings have excited pity even to our own times, and 
10 



132 



EXPULSION OF THE ACADIANS. 




8IR WILLIAM JOHNSON, 



have been made the subject of Longfellow's poem of 
" Evangeline." 

Almost the whole of this 3'ear's operations of the 
British and colonial troops ended in failure. Sir 
William Johnson was. sent to capture Crown Point, 
^ a French fort on Lake Champlain, His raw 
forces succeeded in beating off the French in 
the battle of Lake George, but Johnson, who 
was no soldier, did not even attempt to go far- 
ther, and Crown Point was not attacked. Gen- 
Battie of Lake eral Shirley set out to capture the French fort at Niag- 

George. Failure 

of Johnson's and ara, but hc was outgeneraled by the French, and did 

Shirley's expedi- ^ , 

tions. not reach it. 

The statesmen who governed in England at this time 
Bad management wcrc vcry incompctcnt. The colonies were divided by 

of the war. . , , , . , , . . 

factions and jealousies, and the war in America was car- 
ried on with half-heartedness and stupidity. 

Lord Loudon [low'-den] was sent, in 1756, to com- 
mand the troops in America. He laid siege to Louis- 
bourg in 1757, but failed to take it. For 
this movement he drew away many of ^~ 
the troops that had protected the New 
York frontier. Aware of this, the 
French, under Montcalm [mont-cahm], 
besieged and captured Fort William 
Henry, at the south end of Lake 
George. By the terms of capitulation 
the colonial troops were to be allowed 
to return home, but after they had surrendered the 
fort the Indian allies of the French fell on them 
and killed a great many. Others they seized and car- 
ried off. 



Capture of Fort 
William Henry, 
and massacre of 
part of the gar- 
rison. 




LORD LOUDON. 



BRADDOCK S DEFEAT. 



133 




How did the Questions for 

French make use of study, 

the years of peace that 

followed King George's 

War? What did they wish 

to secure ? What colony claimed 

the country west of the Alleghany 

Mountains ? Who was sent into the 

wilderness by the Governor of Vir- 

What was he sent for? 
following year Washington was again 
sent into the wilderness : in what ca- 
pacity ? What was he expected to do ? Where had the French built 
a fort ? What did they call it ? Why did not Washington succeed in 
dislodging the French ? What did he do to a skulking party ? What 
was the effect of this ? Did the French wish for war at this time ? When 
the French attacked Washington, what was the result ? Who com- 

manded an expedition against Fort Duquesne in 1755 ? What kind of a 
man was General Braddock ? What kind of a war was it that he could 
not understand ? How did he regard the American militia ? How did 
he have them drilled ? How far was he' from Fort Duquesne when he 
was attacked ? By whom was he attacked ? What made Braddock's 
men good targets ? What did the British soldiers do ? What did the 
Virginians do ? Why would not General Braddock let them fight from 
behind trees ? tiow did Braddock behave ? What was his fate ? How 
did Washington behave ? What was the fate of nearly all the officers ? 
What became of the remainder of the army? What region of 

country was called Acadia ? How long had the French been settled 



134 



BRADDOCK S DEFEAT. 



there when the English conquered it ? In what war was it taken from 
the English ? What sort of people were the Acadians ? Which side did 
they take secretly in the wars between the two countries ? How long 
did they live under Eng- 
lish rule in Acadia? 
What hard resolution 
was taken ? What was 
done with them ? What 
was done with their 
houses ? What dispo- 
sition was made of their 
lands ? (What is the 
meaning of the word 
confiscated ?) What became of the Aca- 
dians ? What poem treats of their sorrows ? 

What French post did Sir William John- 
son try to capture ? On what lake is Crown 
Point ? In what battle did Johnson's troops 
beat the French ? Did Johnson attack 
Crown Point ? What fort did General 
Shirley try to capture? Did he succeed? 

What kind of statesmen were those in 
power in England at this time ? What was 
the state of the colonies ? How was the 



Study by topics. 




THE DOTTED LINE SHOWS BRADDOCK'S 
MARCH FROM FORT CUMBERLAND, 
ON THE POTOMAC, TOWARD FORT 

DUQUE8NE. 




American war carried on ? 
Who was sent to take command in 1756? 
What French stronghold did he besiege? 
(Who had taken Louisbourg from the French 
before ? When had it been given back ? See 
Chapter XXI.) What advantage did the 
French take of the weakening of the forces 
on the New York frontier ? Who command- 
ed the French when they took Fort William 
Henry ? What were the colonial troops to be 
allowed to do ? But what happened after the 
surrender ? 

What can you tell about — 

I. The beginning of the war. 
Braddock's defeat. 
The removal of the Acadians. 
The failure to take Crown Point and 

Niagara. 
The surrender of Fort William Henry, 
and the treachery that followed. 



BRADDOCK S DEFEAT. 



135 



A young man named was sent to protest against the occupation Skeleton sum- 

of the country west of the Alleghanies by the . Washington was niary. 

afterward sent to drive the French from Fort •, at the forks of the 

River , where the city of now stands, but was forced to retire. 

In 1755 General marched against Fort Duquesne. He was attacked 

and his army . Braddock was . The were removed from 

their homes in the same year. Sir William Johnson defeated the French 

in the battle of Lake , but failed to take the fort at . General 

Shirley failed to take the fort at . In 1757 Lord Loudon laid siege 

to , but failed to take it. The French general, Montcalm, attacked 

Fort , on Lake , and captured it. 

The various works of Francis Parkman for a history of the French in Canada 
and their wars, and Irving's " Life of Washington." Books. 




CHAPTER XXIIL 
Fall of Canada. 

William Pitt, afterward Earl of Pitt conducts 

/".I I 1 m. • AT- • r *^^ ^^^ against 

Cfiatriam, became rrime Minister 01 



WILLIAM PITT. 



England. He made great changes in 
the conduct of the war in America. 
He was resolved, indeed, to take Can- 
ada, and to drive the French out of 
America. He chose his commanders 
with care, and from the time he came 
to power the English colonies began to feel some hope 
of getting rid of the enemy that had so long sent the In- 
dians, like wolves, to destroy the defenseless settlements. 

In 1758 the English, under Amherst, 
again laid siege to Louisbourg, that great 
fortress which New-Englanders had once 
captured After a siege by sea and land, 
lasting nearly two months, and much 
hard fighting, the town surrendered. 



France with 
vigor. 




Capture of 
Louisbourg by 
Amherst. 1758. 



136 



FALL OF CANADA. 



Capture of Fort 
Frontenac. 



General Forbes 
obliges the 
French to aban- 
don Fort Du- 
quesne. Pitts- 
burg founded. 



Defeat of the 
English at 
Ticonderoga. 



In September of this same year the French fort, 
called Frontenac, which stood where the town of Kings- 
ton in Canada now stands, and controlled Lake Ontario, 
was taken by an English expedition. 

General Forbes, though 
so sick with a painful and 
mortal illness that he had 
to be carried on a litter, 
cut a road through the 
thick forests on the Penn- 
sylvania mountains, marched 
to the Ohio, and forced the 
French to abandon Fort 
Duquesne. The English 
established a fort here and 
called the place Pittsburg, 
in honor of the great prime 
minister who had turned 
the current of the war from 
defeat to victory. 

The English army in 
America suffered one con- 
siderable defeat at Fort 
Ticonderoga, on Lake 
Champlain. General Aber- 
cromby had sailed down 
Lake George and marched 
through the woods to at- 
tack Montcalm, at Ticon- 
deroga. The English and 
colonial troops tried to car- 
ry the French works by 



Robert Rogers and the Rangers. — 

The perils of the frontier led to the for- 
mation of companies of rangers, who 
fought the Indians in their own way. 
Robert Rogers became very famous for 
his daring expeditions in the region about 
Lake George. He had many desperate 
fights with the French. He and his men 
journeyed on skates or snow-shoes in 
winter, and in light whale-boats or afoot 
in summer. His main objects were to 
capture prisoners for information and to 
annoy the enemy. Once, with fifty men, 
he carried his light whale-boats six miles 
over a mountain-gorge, from near the 
middle of Lake George to the waters of 
Lake Champlain, and then rowed with 
muffled oars under the French fort at 
Ticonderoga, so close as to hear the sen- 
tries give the watchword, and then passed 
the fort at Crown Point in the same way. 
He captured and sunk two sloops laden 
with provisions, hid his boats, and got 
back afoct to Lake George. Then he 
returned and reconnoitred Lake Cham- 
plain in his boats, captured some prison- 
ers, and again hid his boats. This time 
the French found his boats, and sent out 
scouts to find some water-passage by 
which the boats could have come "into 
Lake Charnplain, not suspecting that they 
could have been carried over. Rogers, 
with five men, once walked coolly up to 
a sentinel near the French fort. When 
challenged, he answered in French. 
Then, when he had got near the sentinel, 
and the latter demanded, in amazement, 
" Who are you ? " He answered, " Rog- 
ers," and took him prisoner. There is__a 
tradition that, in escaping from the In- 
dians, he threw his packs down a steep 
rock to the ice on Lake George, and 
then turned round on his snow-shoes and 
walked away. The Indians, seeing the 
tracks, believed that two men had. slid 
down the frightful slope. The place is 
still known as " Rogers's Slide." 



FALL OF CANADA, 



137 



assault, but after several repulses ihey retreated in a 
panic to their boats, and sailed back to the fort at the 
south end of Lake George. 




ROGERS'S SLIDE, LAKE GEORGE. 



But the English successes in 1758 pushed the French Decline of the 

. 1 • T • 1 1 French power 

in America tar toward ruin, Louisbourg, the great in America. 
French stronghold, from which privateers were sent out, 
was gone, and by the fall of Fort Duquesne and Fort 
Frontenac the routes from Canada to Louisiana were 
cut off. The fur-trade of Canada was destroyed, and 
the Indians of the interior were no longer willing to 
come to the support of the French, seeing the English 
in possession of the main roads into their country. 

During the siege of Louisbourg, Wolfe, a young woife attacks 

• 1 1 Quebec. 

brigadier-general, had attracted much attention by the 
energy and daring of his operations. He was sent by 
Pitt to take Quebec, if such a thing were possible. 



138 



FALL OF CANADA. 




Wolfe scales 
the Heights of 
Abraham. 



Quebec is on a high, steep bluff, overlooking the St. 
Lawrence where that river is narrow, and the natural 
strength of the fortress is very great. All through July 
and August of 1759, Wolfe's army and the English 
fleet tried in vain to find a weak spot in the de- 
fenses of the Canadian stronghold, but the fortress 
frowned on them from its inaccessible heights. In 
several attacks, made at various points, the Eng- 
lish were repulsed. As the season of storms was 
coming on, and the fleet must soon leave, even Wolfe 
began to despond. But, in spite of sickness and pain, 
this heroic man roused his army to make one more 
attempt. Meantime Montcalm, who commanded the 
French forces, was extremely vigilant. He kept his 
horses saddled day and night to ride to any point 
that might be assailed, and he did not take off his 
clothes lor nearly three months. 

Wolfe put his men in boats and dropped down, in 
the night, from the fleet above the town to a little 
bay, now known as Wolfe's Cove. Twenty-four vol- 
unteers climbed the steep precipice by a rough path 
and drove off the guard at the top. When firing 
was heard, the whole force landed and 
clambered up the rocky steep, hold- 
ing by bushes. When morning came, 
the British soldiers were in line of 
battle on the " Plains of Abraham," 
less than a mile from Quebec, where 
the French 
supplies cut off. 

Montcalm attacked immediately, but his ranks were 
broken by the steady English fire, and Wolfe led a 



must fight or have their 




MONTCALM. 



FALL OF CANADA. 



139 




charge in per- 
son. Though 
twice wound- f 
ed by bullets, 
Wolfe kept 
on until a 
shot entered 
his breast, in- 
flicting a mortal wound 
When told that the enemy 
were fleeing everywhere, he 
said, " Now, God be praised, 
I die in peace ! " Mont- 
calm, who was also mor- 
tally wounded, said, " I ' 
am happy that I shall not 
live to see the surrender 
of Quebec." 

Quebec soon capitulated, 
and the fate of Canada was 
sealed. The French attempt- 
ed to retake the city in 
vain. The taking of Mont- 
real, in 1760, completed 
the conquest of Canada 
by the English. By the 
Treaty between Eng- 
land and France, 
made in 1763, all 
the French pos- 
sessions in Amer- 
ica east of the 



140 



FALL OF CANADA. 



Rejoicing in 
the colonies. 



Mississippi, except a district around New Orleans, were 
ceded to England. 

The joy in the colonies knew no bounds. The pco. 
pie had seen their shipping cut off by privateers, their 
property wasted by taxation, their paper money depre- 
ciated, and their young men destroyed by almost con- 
tinual war. The frontiers had been desolated by the 
Indians, under French influence, for three quarters of a 
century. Now they looked forward to peace, and the 
expansion of the English settlements in America into a 
vast empire. 



Questions for 
study. 




What was the name of the 
new Prime Minister of England 
who made great changes in the 
conduct of the war in America? 
What was he resolved to do ? How did he choose 
his commanders ? How did the colonists feel after he came to power? 
In what year did the English again lay siege to Louisbourg ? Under 
what general ? By what troops had it been once taken ? How did it 
come back into French hands? (See page 126.) How long did the 
siege of Louisbourg under Amherst continue ? What was the result ? 



FALL OF CANADA. 



141 



What French fort controlled Lake Ontario ? What Canadian town 
is now situated where Fort Frontenac stood ? What happened to Fort 
Frontenac in September, 1758? What general had a road cut 

through the forests on the Pennsylvania mountains ? Why was Gen- 
eral Forbes car- 
ried on a litter ? 
What did he force 
the French to do ? 
What city now 
stands on the 
site of old Fort 
Duquesne ? In 
whose honor was 
Pittsburg named ? 
Why was Pitt 
honored in Amer- 
ica ? Where 
did the English 
suffer defeat in 
1758 ? What 
English general 
sailed down Lake 
George ? What 
fort did he at- 
tack ? What French general commanded at Ticonderoga ? How 
did the English try to carry the French works ? What was the re- 
sult ? To what place did the English retreat ? What was the 
effect on Canada of the English successes in 1758 ? What was the 
effect of the loss of Louisbourg ? How had the routes from Canada to 
Louisiana been cut off? What was the effect on the fur-trade? Why 
were the Indians of the interior no longer willing to come to the support 

of Canada ? How had 




ACADIA, PORT ROYAL, AND LOUISBOURG, AND THE ROUTE BY SEA 
BETWEEN BOSTON AND QUEBEC. 




General Wolfe attracted at- 
tention ? What was he sent 
to do ? How is Quebec situ- 
ated ? What is its natural 
strength ? What did Wolfe's 
army and the English fleet try 
to find ? What was the re- 
sult of several attacks made by the English at 
different points ? How did Wolfe feel ? What 
did he rouse his army to do ? How did the Eng- 
lish get up to the top of the cliff? Where did 



142 



FALL OF CANADA. 



Study by topics. 



Geography. 



Books. 



they form a line of battle .' How far were they from Quebec ? Why were 
the French obliged to fight ? What was the result of Montcalm's 

attack ? Who led the English charge ? How many bullets struck Wolfe 
before he fell ? What did he say when he heard that the enemy were 
fleeing ? What was Montcalm's fate ? What did he say ? What 

happened to Quebec ? What surrender in 1760 completed the downfall 
of the French in Canada ? What territory did the French cede to 
the English in 1763? What is said of the joy in the colo- 

nies ? What calamities had come on the colonists by the continual war 
with France ? For how long a time had the desolation of the frontiers 
been going on ? To what did they now look forward ? 

Tell about — i. Influence of Pitt. 

2. Capture of Louisbourg. 

3. Fall of Frontenac. 

4. Driving of the French from Duquesne and founding 

of Pittsburg. 

5. Defeat of the English at Ticonderoga. 

6. Fall of Quebec. 

7. Fall of Canada. 

Let the pupil point out or describe the location of Louisbourg. Of Fort Fronte- 
nac (Kingston). Of Fort Duquesne (Pittsburg). Of Fort Ticonderoga. Of Quebec. 
Of Montreal. 

Farkman's " Montcalm and Wolfe," besides the general histories of Bancroft and 
Winsor, mentioned in earlier chapters. 



The regular 
soldiers. 



A FRENCH 
REGULAR. 




CHAPTER XXIV. 

Characteristics of the Colonial Wars with 
the French. 

The English and French regulars wore 
neat uniforms. The French were remark- 
able a long way off for the white, the Eng- 
lish for the red, which predominated in 
their dress. The drill of regular soldiers 
was careful, and their discipline severe. They 
fought with great steadiness, standing up and 
facing the enemy, and they and their of- 



COLONIAL WARS WITH THE FRENCH. 



H3 



troops. 




ficers held in contempt the skulking way of fighting 
which prevailed among the colonial troops on both 
sides. 

The Americans, in both the French and English colo- The American 
nies, had learned to fight in the woods. They loaded 
their guns lying on the ground, and they fired from be- 
hind trees and stumps, now running forward and now re- 
treating and charging again. The regular troops took 
no definite aim, but fired at the enemy's Hne, while 
the colonists were the best marksmen in the world, and 
the man whom one of them covered with his gun was 
generally doomed. In the first siege of Louisbourg their 
deadly aim at last rendered it impossible for the French 
to load or fire a cannon. Though without experience, 
they had plenty of courage. At the battle of Lake 
George it was said that the American provincials fought 
in the morning like good boys, about noon like men, 
and in the afternoon like demons. 

The British officers were generally incapable of get- British officers 

and colonial 

ting on well with the American soldiers. They looked soldiers, 
with contempt on men who wore little or no uniform, 
and sometimes carried in the same company 
guns of the various sorts they had 
used in hunting. The Americans 
made a bad show on parade, 
and refused to fight standing up 
in close ranks. By the side of 
the neatly-kept, red-coated British 
troops, the American militia looked shabby enough. 
The British officers holding the king's commission as- 
sumed to command American officers of higher rank, 
and this caused a dislike of the English to spread 



A CANADIAN SOLDIER. 




A FLINT-LOCK. 




A FRENCH C^FICEB. 



144 



COLONIAL WARS WITH THE FRENCH. 



English troops in 
the woods, and 
Lord Howe's 
reforms. 




INDIAN MOCCASINS. 



Rewards for 
scalps. 




through the colonies. Pitt ordered that the American 
officers should take equal rank with the British. 

The English troops were rather unfit for the work 
of fighting in the woods. " Our clothes, our arms, 
our accoutrements, even our shoes and stockings, are 
all improper for this country," wrote General Wolfe 
from America. Lord Howe, who was one of the 
noblest of men and best of generals, changed the 
dress of his men to fit them for marching 
in the woods. Hair was worn long 
in that day, and Lord Howe cut off 
his own fine head of hair to per- 
suade the men to sacrifice theirs. He 
reduced the officers' baggage, and dis- 
missed the great company of wash- 
erwomen, setting a good example by ~ ' 
washing his own linen in the brook. Lord Howe 
cultivated the friendship of the American officers, and 
treated the soldiers with great respect. He was sec- 
ond in command to Abercromby, and was killed 
in a skirmish just before the attack on Ticonderoga. 
The defeat of Abercromby in the battle which fol- 
lowed is attributed to the loss of Lord Howe, who 
was the real soul of the army. (See the preceding 
chapter.) 

It was impossible to keep troops enough in the field 
to protect the long frontier. No one could tell where 
the Indians would strike, and when they had massacred 
a family they escaped too swiftly for pursuit. The 
colonies were driven to offer rewards for the scalps of In- 
dians as they were accustomed to pay for wolves' heads. 
One can see how barbarous their feelings were, however, 



> 



COLONIAL WARS WITH THE FRENCH. 



143: 



and Sorrows of the 

frontier. 



in the offer of smaller rewards for the scalps of Indian 
women and children. 

In many ways the French wars tended to corrupt evu influences 
the people of the colonies. A race of traders secretly wars, 
sold arms to the Indians that were butchering their own 
people. Another set of men, some of whom w^ere con- 
nected with the government, sold provisions to the 
French. Very many embarked in privateering — that 
is, they fitted out ships to . capture and plunder the 
merchant-ships of France. This was only a kind of law- 
ful piracy. Many of the soldiers who returned from 
the war had learned habits of idleness and dissipation. 

The sorrows inflicted on both the French 
English colonists were more than can be 
imagined. The frontier people lived, in con- 
tinual fear of sudden death by the toma 
hawk, or slow death by torture, 
courage grew with their danger. 

In 1689 captives taken in 
Maine were carried to Can- 
ada and sold there. From that 
time forward innumerable peo- 
ple captured on the frontier 
by the Indians were 
sold into Canada, en- 
during horrible suffer- 
ings in their 
forced jour- 
neys through 
the woods. t" 

Many of 

these were 





LORD HOWE 
WASHING HIS LINEN 



146 



COLONIAL WARS WITH THE FRENCH. 



Captivity in 
Canada among 
the Indians. 



ransomed by their friends. 
Husbands made dangerous 
and sorrowful journeys to 
redeem their wives, and 
parents went in search of 
their children. Great com- 
passion was excited in New 
England for the captives, 
and collections were fre- 




WHITE CAPTIVES 

DRIVEN INTO CANADA 

BY INDIANS. 



quently made for their re- 
demption. Sometimes cap- 
tive children were reclaimed 
who had been educated in 
French, and had quite for- 
gotten the language and 
the religion of their parents. 
The Canadians were gen- 
erally kind to the captives, 
and some of the prisoners 



Captives in the French Wars. — 
One of the first of the many thousands of 
captives carried to Canada wxs a little 
girl named Sarah Gerrish. An Indian 
girl once tried to drown her by pushing 
her off a precipice into the river, but 
she saved herself by catching hold of 
the bushes. Once she was so weary that 
she overslept, and awoke to find herself 
alone in the woods and covered with snow. 
She followed the tracks of the Indians 
until she overtook them. Again, the In- 
dians built a great fire, and told her that 
she was to be burned, but she threw her 
arms around her Indian master's neck 
and begged him 
to save her. She 
was sold to the 
P'rench in Can- 
ada, and kindly 
treated by them 
until she was re- 
turned. In the 
fall of 1677 two 
men, Waite and 
Jennings, set out 
from the Con- 
necticut River for 
Canada, to re- 
deem their wives 
and children car- 
ried off by In- 
dians. Without 
'' guides they paddled 

through L ike Champlain and 
reached Canada. After seven 
months' absence they brought back about 
twenty captives in all. The people sent 
horses to meet them at Albany and bring 
them into Hatfield, where they were re- 
ceived with the greatest joy. One woman, 
when she got her children together, after 
captivity, found one of her sons, a lad of 
eleven, an Indian in habits, and not able 
to speak any but the Indian language; 
while a daughter of fifteen, who had been 
educated in a Canadian convent, spoke 
nothing but French. One Pennsylvanian 
got home just as the sale of his property 
at auction had been completed, his neigh- 
bors having supposed him dead. James 
Smith, having endured six years of cap- 
tivity among the Indians, came home a 
few days after his sweetheart had mar- 
ried another man. 



COLONIAL WARS WITH THE FRENCH. lz|.7 

were very sorry to return. Many of the captives re- 
mained among the savages ; one Indian village con- 
tained a hundred white people carried away in child- 
hood. These had forgotten how to speak English. 
Some of the Indian tribes doubled their numbers in the 
last French war by adopting white children. Three 
thousand, men, women, and children, were carried into 
captivity from Pennsylvania and the provinces south of 
it in the year 1756. 

The colonies did not immediately have peace. The Pontiac-s war. 
Indians of the Western country hated the English, and the 
occupation of the old French forts by small English gar- 
risons excited their jealousy. Under the lead of Pontiac, 
an Ottawa chief, a great conspiracy was formed in 1763, 
the year of the peace. The garrisons of many of the 
smaller forts were massacred. Detroit and Pittsburg 
were attacked, and the families on the frontier suffered 
horrible inroads from the savages. It became necessary 
to march forces into the Indian country. General Bou- 
quet, with five hundred men, defeated a large force of 
Indians in a desperate two days' battle at Bushy Run, 
in Pennsylvania, in 1763. " Pontiac's War," as it was 
called, was brought to a close in 1764, and the fron- 
tiers had a brief rest. But already there were seen 
the beginnings of that great quarrel of the Americans 
with the mother-country which brought on the bitter 
struggle of the Revolutionary War. 



How were the -English and French regulars dressed ? What color Questions for 
was conspicuous in the dress of the French ? What in that of the Eng- study, 
lish ? What was the nature of the drill and discipline of the regulars? 
How did they fight ? What did they think of the mode of fighting which 
prevailed among the colonial troops ? How had the Americans 

II 



148 



COLONIAL WARS WITH THE FRENCH. 



learned to fight ? How did they load ? How did they fire ? What 
difference was there between their firing and that of the regular troops ? 
What was the effect of their fire at Louisbourg? What did the French 
commander at the battle of Lake George say about their fighting ? 

How did the British officers get on with the colonial troops ? Why 
did they hold them in contempt ? What difficulty was there about the 
rank of American officers ? What effect did this have on the feelings of 
the Americans toward the English ? What order did Pitt make about 
the rank of the American officers ? What is said of the fitness of 

English troops for fighting in the woods ? What did General Wolfe 
write on this subject ? What kind of a man was Lord Howe ? What 
did he do about the dress of his men ? What about their hair ? What 
about baggage and the washing of clothes ? How did he treat the 
American officers and soldiers? When was Lord Howe killed ? What 
defeat is attributed to his death ? What difficulty was there in 

protecting the frontier ? W^hat measures were taken to reward the In- 
dian fighters of the frontier ? What sign of barbarous feeling do we see 
in the way in which rewards were offered for scalps? What are 

some of the ways in which the French wars tended to make the Ameri- 
cans barbarous? What kind of a secret trade was there with the In- 
dians? What kind of a secret trade with the French? What kind of a 
business was privateering? Was it much carried on at that time? 
What effect did the war have on the soldiers engaged in it ? 

What were the sorrows inflicted on the French and English colo- 
nists? What fear was continually in the minds of people on the front- 
ier? What is one of the most sorrowful chapters of the war? 
In what year were the first captives carried to Canada ? Where were 
they taken from ? How were many of these ransomed ? What change 
had sometimes taken place in children carried to Canada? How did 
some of them feel about returning? Were all the captives sold to 
Canada? How many white people were found in one Indian village? 
Were the Indian tribes increased by the adoption of white children ? 
How many people were carried into captivity from Pennsylvania and the 
provinces south of it in 1756? Did the peace with France bring 
a lasting peace with the Indians? In v/hat year was a great conspiracy 
of the Indians formed ? What was the name of the chief who was the 
leader in this war ? In what battle did Colonel Bouquet defeat the In- 
dians ? In what year was Pontiac's War brought to a close ? What 
struggle was already beginning? 

Study by topics. TcU about — 

I. The different kinds of soldiers. 

I. The English and French regulars. 

a. Their appearance, b. Their mode of fighting. 



I 



COLONIAL WARS WITH THE FRENCH. 



149 



II. 



III. 



2. The American militia. 

a. Their appearance, b. Their mode of fighting. 

3. The lack of agreement between English and Americans. 

a. The question of rank. b. Lord Howe's reform in the 
dress of the British soldiers. 
The frontier. 

1. The reward for scalps. 

2. Captivity. 

a. In Canada, b. Among the Indians. 
Pontiac's War. 



Five kinds of soldiers in the French wars : 

French regulars, ) , t- 11 
„ ...... > on the French side. 

Canadian militia, ) 

English regulars, / ,, r- i- u -j 

° . , .,. . V on the English side. 
Colonial militia, \ 

Indians, on both sides. 

Where is Pittsburg ? Where is Detroit ? 



Blackboard 
illustration. 



Geography. 



THIRD REVIEW— COLONIAL WARS. 



Chapters XX to XXIV. 



The Spaniards in Florida. 



The French in America. 
(XX.) 



Causes of quarrel. 



French and English. 

(XX.) 



(XX.) 



(XX.) Settlement of St. Augustine. 

Planting of Quebec in 1608. 

Joliet reaches the Mississippi. 

La Salle discovers the Ohio. 

La Salle reaches the mouth of the Mississippi. 

Hennepin explores the upper Mississippi. 

Louisiana founded. 

Attempt to possess the whole interior. 

Fewness of the French in numbers. 

Their union and military character. 

Their influence with the Indians. 

The superiority of the English in numbers. 

Their lack of union. 

Their lack of influence with many of the Indians. 

Disputed territory. 
Fisheries. 
Fur-trade. 
Religious prejudices. 



Revie'w by 
topics. 



15© 



COLONIAL WARS WITH THE FRENCH. 



*' King William's War," 
1689-1697. (XXI.) 



"Queen Anne's War," 
1704-1713- (XXI.) 



Indians attack in Maine. 

Iroquois attack Montreal. 

Massacres at Schenectady, Salmon Falls, and 

Casco Bay. 
Congress of the colonies, 1690. 
Two expeditions against Quebec. 
Peter Schuyler against the French. 

The war against the Spaniards in Florida. 

Attempts to take Quebec. 

Massacres at Deerfield and elsewhere. 



W^ar with the Spaniards j Oglethorpe invades Florida, 1740. 
in Florida. (XXI.) | The Spanish invade Georgia, 1742. 



" King George's War," 
1744-1748. (XXI.) 



Last French war begun | 
in 1751. English re- ' 
verses. (XXII.) 



English conquer Canada. 
War concluded, 1763. 
(XXIII.) 



The taking of Louisbourg by New-England- 

ers. 
Louisbourg returned to the French. 

Washington begins the war, 1754. 
Braddock's defeat, 1755. 
The Acadians removed. 
Failure of English expeditions. 

a. Against Crown Point. 

b. Against Fort Niagara. 

c. Against Louisbourg. 

The French capture Fort William Henry. 

Pitt governs England. 

Second capture of Louisbourg. 

Capture of Fort Frontenac. 

General Forbes takes Fort Duquesne. 

Defeat of Abercromby at Ticonderoga. 

Wolfe takes Quebec. 

Fall of the French power in Canada. 



T- •. c^'i. T7 u r Regular soldiers and militia. 

Traits ofthe French wars. 1 ^ 



(XXIV.) 



-{ Sorrows of Indian warfare 
i. " Pontiac's War." 



HOW THE COLONIES WERE GOVERNED. Ij^l 

CHAPTER XXV. 
How the Colonies were Governed. 

The close of the French war made way for the Three forms of 

. government in 

Revolution. But, before we consider the events which the colonies, 

led to the separation of the colonies from England, it 

will be best to ask, How were the colonies governed 

at the close of the French wars ? There were three 

forms of government in America — " royal," " charter," 

and " proprietary." 

The oldest colony, Virginia, was under what was colonies under 

royal govern- 

called a royal government, because the king appomted ments. 
the governor, and approved or disapproved of the laws 
that were passed. " Royal" means belonging to the king. 
New York had been granted to the Duke of York as a 
proprietary government, but when that duke became 
king, as James II, it became a royal, or king's prov- 
ince. New Jersey became a royal colony after the king 
bought the right of the proprietors. The two Caro- 
linas were proprietary governments at first, but in 1729 
the king bought out the proprietary rights, and they 
became royal governments. Georgia was first settled 
under a body of twenty-one trustees, but in 1752 these 
trustees surrendered the government to the king. In 
1679 New Hampshire was separated from Massachusetts, 
and became a royal colony. So that, after 1752, there 
were seven colonies under royal governments, namely, 
Virginia, New York, New Jersey, North and South 
Carolina, Georgia, and New Hampshire. 

Three colonies — Massachusetts, Connecticut, and colonies under 

charter govern- 

Rhode Island — were under charter governments ; that ments. 



152 



HOW THE COLONIES WERE GOVERNED. 



is, they were for the most part governed by their own 
people, according to charters granted by the king. 
Massachusetts, after it lost its first charter, had a gov- 
ernor appointed by the king, but the power remained 
mostly in the hands of the Legislature. Maine was at- 
tached to Massachusetts. 
Colonies under Maryland had been given to Lord Baltimore, Penn- 

proprietary gov- , - . , . ^^ 

ernments. sylvauia to William Penn. Baltimore and Penn were 

called " proprietors," or " proprietaries." The heirs of 
these first proprietors exercised in these two colonies 
power somewhat similar to those of the king in the 
royal colonies. These were called proprietary govern- 
ments. Delaware had been ceded to Penn by the Duke 
of York, and, though it had a separate Legislature, it was 
under the same governor as Pennsylvania, There were, 
therefore, at the close of the French wars, three pro- 
prietary governments — Maryland, Pennsylvania, and 
Delaware. 

Colonial Legis- Each of the thirteen colonies had a legislative body. 

latures. 

These were divided into two houses. There was a lower 
house, or Assembly, elected by the people. The mem- 
bers of the upper house or Council, were generally ap- 
pointed by the king in the royal colonies, and by the 
proprietary in the proprietary colonies. In the charter 
colonies governors and members of the Council were 
elected by the Assembly. 
How laws were jj^ ordcr to pass a law both houses of the Legis- 

passed in the ' 

colonies. laturc must vote for it and the governor must agree 

to it. We have kept the same rule. Our State and 
national laws are made in this way now. The body 
we call the Senate takes the place occupied by the 
governor's Council in the colonies. But in our time 



HOW THE COLONIES WERE GOVERNED. 



153 



the people elect the governors and both houses of the 
Legislature. In nearly all of the colonies the people 
had no voice in choosing the governor or the upper 
house of the Legislature. The people could not, there- 
fore, make laws which were not agreeable to the king 
or the proprietary. There was, consequently, almost a 
continual quarrel between the governors, acting under 
instructions from England, and the representatives of 
the people. 

All laws regulating the trade between the colonies commercial iaw& 

° ° . made by the 

and with other countries were made by the English Engush Parjia- 
Parliament. The colonies were obliged, often much 
against their will, to admit negro slaves, brought in 
by English merchants. They were 
forced to send nearly all their lead- 
ing products to England for sale. 
They were not allowed to buy any 
European goods, except in England, 
and no foreign ships were allowed 
to enter a port in this country. ^ 
Laws were made to discourage peo- 
ple in the colonies from making 
and trading in such things as were 
made in England. There were Eng- 
lish laws against the manufacture of 
iron-ware and woolen goods by the 
Americans. The colonists had many 
furs, and could make hats very 
cheaply, but no hatter was allowed to send hats from 
one colony to another. 

Custom-houses were established by law in all the custom-houses 
principal ports of the colonies, and duties collected for 




1 CA HOW THE COLONIES WERE GOVERNED. 

the king. But the colonists evaded these unjust laws 
in every way they could, and there was a great deal of 
smuggling all along the coast. 



Questions for V/hat did the close of the French war make way for ? How many 

study. kinds of governments were there in the colonies ? What were they 

called ? Which form of government was Virginia under ? Why 

was this form called " royal " ? What does the word " royal " mean ? To 
whom had New York been granted ? (When ? See pages 47, 48.) When 
did it become a royal province ? How did New Jersey, which once be- 
longed to proprietors, become a royal colony ? What kind of go\'ern- 
ments did the two Carolinas have at first ? In what year did the king 
buy out the proprietors ? What kind of governments did the Carolinas 
have after 1729 ? Under what kind of a body had Georgia been settled ? 
What did the trustees of Georgia do in 1752? From what colony was 
New Hampshire separated in 1679? What sort of a colony did it then 
become ? How many colonies were there under royal governments ? 
What were their names ? (There were thirteen colonies in aH : were 
the royal colonies more or less than half of them ?) How many 

colonies were under charter governments ? What three were they ? How 
were the charter colonies governed ? After Massachusetts had lost its 
first charter, who appointed its governor ? In whose hands did the 
power mostly remain ? Which one of our present States was at that time 
attached to the government of Massachusetts ? To whom had 

Maryland been given ? To whom had Pennsylvania been given ? What 
were Baltimore and Penn therefore called ? What powers did their heirs 
exercise in their colonies ? What were their governments called ? What 
colony had been ceded to Penn by the Duke of York ? What is said of 
the government of Delaware? How many ' proprietary governments 
were there ? Name them. What did each of the thirteen colonies 

have ? How many " houses " were there in each Legislature } How were 
the members of the Assembly chosen ? Who appointed the members of 
the Council, or upper house, in a royal colony ? Who appointed them 
in a proprietary colony ? How were they generally chosen in a charter 
• colony ? What was necessary in order to pass a law in one of the 

colonies ? How do our ways of making laws at the present time resem- 
ble this ? But what is the difference ? Who elects the governor now ? 
What part of the State Legislature is elected by the people now ? Did 
the people of the colonies choose their own governors ? Did they choose 
the upper house of the Legislature ? What kind of laws could they not 
make ? What was the result of this arrangement ? What kind of 

laws were made for the colonies by the English Parliament ? What were 



HOW THE COLONIES WERE GOVERNED. 



155 



they obliged to receive against their will ? Where were they forced to 
send all their leading products ? Where must they buy all European 
goods ? What kind of ships were forbidden to come to this country ? 
What kind of goods were people in the colonies discouraged from mak- 
ing ? What three sorts of manufacture were particularly restricted ? 
What were established in the colonial ports ? For whom were the 
duties collected ? Did the colonies willingly obey the laws made against 
their trade ? What is said of smuggling ? (What is smuggling ?) 

Tell about — 

I. The three kinds of government in the colonies. 

1. Royal government, a. What was it ? b. What colonies 

were governed in this way ? 

2. Charter government, a. What kind of a government was 

it ? b. What colonies were governed under charters .'' 

3. Proprietary government, a. What kind of a government 

was it ? b. What colonies were proprietary at the close 
of the French wars ? 
II. The colonial Legislatures. 

a. The two houses that formed the Assembly, b. The way in 
which laws were passed, and the difference between them 
and our Legislatures. 
III. The laws regulating the trade of the colonies. 



Study by topics. 



ROYAL. 


CHARTER. 


PROPRIETARY. 


Blackboard 


Virginia. 


Massachusetts. 


Maryland. 




New York. 


Connecticut. 


Pennsylvania. 




New Jersey. 


Rhode Island. 


Delaware. 




North Carolina. 








South Carolina. 


Royal . 


7 




New Hampshire. 


Charter . 


3 




Georgia. 


Proprietary . 


3 





Total 



13 



IN THE COLONIES. 



IN THE STATES. 



the king, 

the proprietary, 

or the Assembly. 

the king, 
the governor, 
or the Assembly. 

III. The Assembly chosen by the people 



I. Governor 
chosen by 

II. Council 

chosen by 



I. Governor 
II. Senate 
III. House of Rep- 
resentatives 



chosen by 
the people. 



156 



EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. 



Love of liberty 
in the colonists. 



Early struggles 
for liberty in 
Virginia. 



CHAPTER XXVI. 
Early Struggles for Liberty in the Colonies. 

The colonies were settled at a time when the Eng- 
lish people were trying to establish the principles of 
liberty in their own government. Many of the colo- 
nists were driven to this country by acts of tyranny. 
The settlers in America brought with them the English 
love of liberty. They were always ready to assert their 
right to " the liberties of Englishmen." 

Free government was first established in America 
by the Virginia charter of 1618. (See page 30.) The 




THE PILLORY, AS USED IN AMERICA. 



king, in dissolving the Virginia Company, struck a 
blow at the liberty of the colony, but the people strove 
hard to maintain their freedom. When, in 1624, the 
clerk of the Virginia Council betrayed their secrets to 



EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. 



157 



the king's commissioners, the Virginia Assembly sent him 
to the pillory, and had part of his ears cut off, to the 
great disgust of King James. When Sir John Harvey 
was governor of Virginia, he opposed the people, and the 

Council deposed him in 1635, 
and sent him to England. 
King Charles I was offend- 
ed at their presumption in 
deposing a royal governor, 
and he sent him back again 
as governor. But the peo- 
ple succeeded in having him 
removed in 1639. 

Sir William Berkeley, Bacon's rebei- 
the royal governor of Vir- 
ginia, opposed the people, 
and in 1676 refused to allow 
them to make war on the 
Indians, who were ravaging 
the frontiei's. This he did, 
lest the large profits he was 
making out of the fur-trade 
should be reduced. The 
people of the frontier put 
themselves under the lead 
of a brilliant young man, 
Nathaniel Bacon by name. 
He forced the government 
to give him a commission, 
and he got the Legislature 
to pass some good laws, 
that were much needed. 



Nathaniel Bacon belonged to a fami- 
ly prominent in the county of Suffolk, in 
England. After graduating at Cambridge 
he studied law. His habits, like those of 
other young gentlemen of the time, were 
extravagant, and he exceeded the allow- 
ance made him by his father. About 
1673 he went to Virginia, where he had a 
cousin, also named Nathaniel Bacon, who 
was rich and childless, and who wished 
to make the younger Nathaniel heir to 
his fortune, if he could have persuaded 
him not to embrace the popular cause. 
But the generous heart of the younger 
Bacon was touched with the wrongs of 
the people, and, though he had been ap- 
pointed a member of the governor's coun- 
cil, he yielded to the request of the peo- 
ple and became their leader. He showed 
excellent ability, and he was idolized by 
the people, who stood guard day and 
night over his house lest he should be 
assassinated. In fighting the Indians he 
caused his men to stand so close to their 
fort that they could fire through the port- 
holes, and yet, by standing at one side, 
escape the fire of the Indians. When, 
with a little handful of men, he marched 
swiftly on Jamestown, which was gar- 
risoned by five times as many, the people 
brought food out into the road to refresh 
his soldiers, and the women cried after 
him, " General, if you need help, send 
for us ! " He treated his enemies with 
gentleness, but he pushed his measures 
with vigor. When he died, his body was 
secretly buried by his friends, by sink- 
ing it in the waters of the river, in order 
that his enemies might not dig up his 
bones. The only document to be found 
that appears to have been written by 
Bacon's own hand is signed " Nathaniel 
Bacon, General, by consent of the peo- 
ple." So that he was something of a re- 
publican, though he lived a hundred years 
before the Revolution. 



.58 



EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. 



Then he marched against the Indians and drove them 
back. On his return, hearing that Berkeley had deter- 
mined to arrest him, he marched straight on James- 
town, and, though his force was not a fourth part so 
numerous as that in the town, he laid siege to it, capt- 
ured it, and burned it to the ground. Governor Berke- 
ley fied to the Eastern Shore of Chesapeake Bay, and 
the people of Virginia, except the few on the eastern 
side of the bay, took an oath to support Bacon, hailing 
him as a deliverer. But Bacon was worn out by the 
cares and exposures of the Indian war and the James- 
town siege, and he soon died. Berkeley succeeded after 
a while in reducing Bacon's followers, and in confis- 
cating for his own use much of their property. Twenty- 
three leading men he put to death. For this severity 
the king recalled him in disgrace. 
Attempts to dis- Soon after Massachusetts had been settled, under the 

solve the Massa- r i ■» «■ i /^ 

chusetts charter, patcut or chartcr of the Massachusetts Company (see 

chari^es'^^h" " pagcs 40, 41), an attempt was made to destroy that 

charter by the same kind of a lawsuit that had been 

used to destroy the charter of the Virginia Company. 

But the Massachusetts charter had been carried to 

America, and, when the judges in England sent orders 

to have it brought back to be examined, the rulers of 

the colony made excuses until the troubles in England 

caused the matter to be laid aside. 

Massachusetts In the rcigu of Charles II, proceedings were again 

Governor Andros. takcu agalust the Massachusetts charter, and in 1686 it 

was dissolved. King James II, who had by this time 

come to the throne, soon after appointed Sir Edmund 

Andros governor of New York and New England. He 

was a tyrant, who tried in every way to overthrow the 



EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. 



159 






liberties of the colonies. The people of New England 
were exasperated to the highest pitch, and when they 
heard that the Prince of Orange had landed in Eng- 
land, to overthrow James II, they rose against Andros 
and imprisoned him, establishing a government of their 
own. This was in 1689. 

During the time that Andros was governor of The charter of 

Connecticut hid- 

all New England, he had tried to carry off the den in an oak. 

Connecticut charter. But it is said that, when the 

charter was brought in and laid on the table, the 

lights were suddenly blown out, and when they were 

lighted the charter was gone. It had been taken 

away and hidden in the hollow of an oak-tree. 

This tree stood for nearly a hundred and seventy 

years after, and was always respected as " the 

Charter Oak." 

Andros was supreme governor of New York 
as well as of New England. In New York there 
was also great dissatisfaction with his government, 
and, when the common people heard that Andros 
had been put in prison in Boston, they rose against 
his lieutenant, and set up Captain Jacob Leisler Leisier-s rebei- 

r T • 1 1 111/- Hon in New York. 

tor governor. Leisler, who governed the colony for 
more than two years, was a plain merchant, with no 
knowledge of government. He was bitterly opposed 
by the rich men of the colony. Though a man of 
patriotism, he was imprudent, and, after the arrival of 
a royal governor, his enemies succeeded in having him 
executed for treason. 

In 1 7 19 the people of South Carolina overthrew Rebellion against 

, . r 1 1 T • 1 t^^ proprietors in 

the oppressive government of the lords-proprietors and south Carolina, 
put themselves under the government of the king, 




GOVERNOR ANDROS. 



l6o EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. 

who bought out all the rights of the proprietors ten 
years later. 
Legislative re- j^^ .^.-j. ^f Hbertv was in all the colonies. The 

sistance to the ^ -^ 

colonial govern- govemors appointed in England made continual efforts 
to encroach on the freedom of the people. The colo- 
nial Legislatures were in a perpetual quarrel with their 
governors. English statesmen desired to have the gov- 
ernors paid a fixed salary, so that they would not be 
dependent on the colonies. But the colonies kept the 
purse-strings in their own hands, as far as possible, in 
order to preserve their liberties. 



Questions for What spirit did the settlers in America bring with them from England .' 

^ " ^' What right were they ever ready to assert ? By what charter was 

free government first established in America ? At what did King James 
strike a blow when he dissolved the Virginia Company ? What did the 
people strive hard to maintain ? What did the clerk of the Council in 
Virginia betray to the king's commissioners in 1624 } What punishment 
did the Virginia Assembly inflict -on him ? What did the Virginia Council 
do when Sir John Harvey oppressed the colony in 1635 ? What did the 
king do ? What did the people succeed in doing with him ? How 

did Sir William Berkeley govern Virginia } Why did he refuse to make 
war on the Indians ? Under whose lead did the people of the frontier 
put themselves } What kind of a man was Nathaniel Bacon } What 
did he force the governor to do ? What did he get the Legislature to do ? 
Against whom did Bacon march ? When he got back what did he hear ? 
What did he do? How did his force compare with that in Jamestown ? 
When Bacon had taken Jamestown, what did Governor Berkeley do ? 
What did the people of Virginia do ? What became of Bacon ? What 
did Berkeley succeed in doing after Bacon's death ? How many did he 
put to death ? How did the king treat him for this ? What kind 

of an attempt was made to destroy the Massachusetts charter ? Where 
was the charter ? What course did the rulers of Massachusetts take to 
protect the charter ? In whose reign were new proceedings begun 

against the Massachusetts charter ? In what year was it dissolved ? 
What king was on the throne in i686 ? Whom had he appointed to be 
governor of New York and New England ? What news from England 
encouraged the people to rise against Andros ? What did they do with 
him ? In what year was this ? What had Andros tried to do in 



iC 
< 



< 

o 
P 

o 

> 



en 
o 

5 

< 
o 



< 




in w 

>^ < 

2 o 



d? 



EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. l6l 

Connecticut ? How did the people protect their charter ? Where was 
the charter hidden ? How long did the charter oak stand ? Who 

was supreme governor of New York at this time ? What did the New- 
Yorkers do when they heard that Andros had been imprisoned in Boston ? 
Whom did the New-Yorkers set up for governor ? What kind of a man 
was Leisler ? What became of him ? Where did much of the 

resistance to the encroachments of the governors take place ? What did 
English statesmen desire ? What did the colonies wish to keep in their 
own hands ? Why ? 

Tell about — study by topics. 

I. Early struggles for liberty in Virginia. 

1. Against King James when the Virginia Company was dis- 

solved. 

2. Governor Harvey sent home. 

3. Bacon's rebellion. 

II. Early struggles for liberty in Massachusetts. 

1. The preservation of the charter in the time of Charles I. 

2. The overthrow of Andros. 

III. The Connecticut charter in the charter oak. 

IV. Overthrow of the Andros government in New York. 
V. Revolution of 1719 in South Carolina. 

VI. Colonial Legislatures resist the royal power. 



CHAPTER XXVII. 
The Causes of the Revolution. 

Long before the Revolution there was much dis- General causes 

of discontent. 

satisfaction in the colonies. Many of the governors 
sent over were tyrannical and dishonest. The Ameri- 
cans did not like the transportation of criminals, nor 
the action of the British government in annulling the 
laws made to keep out slaves. They were also much 
annoyed by English laws, which prevented them from 
sending away woolen goods, hats, and iron-wares of 
their own make, from one colony to another. Most of 
all, they disliked the " navigation laws," the object of 



l62 



THE CAUSES OF THE REVOLUTION. 



The writs of 
assistance. 



which was to compel them to do most of their trading 
with England (page 153). 

The enforcement of these unpopular laws was in the 
hands of custom-house ofificers. The custom-house offi- 
cers in Boston, in 1761, asked the courts 
for " writs of assistance," which would 
give them the right to search any 
house, at any time, for the purpose of 
finding smuggled goods. This pro- 
duced a 




The Stamp Act. 



PaIHICK henrv. 



great ex- 
citement, 
and made 
the navi- 
gation laws still more un- 
popular. The trial which 
took place about these writs 
was a kind of beginning of 
the quarrel which brought 
on the Revolution fourteen 
years afterward. 

But England and the 
colonies, while always car- 
rying on a family quarrel, 
had little thought of sepa- 
rating. Separation would 
probably have come when 
the colonies grew too large 
to be dependent, but this 
might at least have been 
postponed for two or three 
generations if the men who 



Patrick Henry was bom in Hanover 
County, Virginia, in 1736. He was chiefly 
educated in a school taught by his father. 
He read law and began the practice of his 
profession. In 1763 he was engaged to 
plead in defense of the people against a 
suit of the parish clergy. It was known 
as " The Parsons' Cause." Before a 
court, in which his own father was the 
presiding magistrate, he pleaded the case 
of the people with such extraordinary 
eloquence and vehemence that the clergy- 
men rose and left the room, and Henry's 
father wept tears of triumph, while the 
people carried the young lawyer about on 
their shoulders. Elected to the Virginia 
Legislature, he immediately took the lead 
against the Stamp Act and became fa- 
mous. It was in his speech on the Stamp 
Act that he uttered the famous words, 
" Csesar had his Brutus, Charles the 
First his Cromwell, and George the 
Third — " As Henry reached this point 
his opponents cried " Treason ! trea- 
son ! " But the speaker finished by say- 
ing, " may profit by their example," and 
added, "if that be treason, make the 
most of it ! " When pleading for the or- 
ganization of the Virginia militia, before 
the Revolutionary War had begun, he 
closed with these memorable words: " Is 
life so dear, or peace so sweet, as to be 
purchased at the price of chains and 
slavery ? Forbid it. Almighty God ! I 
know not what course others may take, 
but as for me, give me liberty or give me 
death!" He was several times governor 
of Virginia. He died in 1799. 



THE CAUSES OF THE REVOLUTION. 



[63 



ruled England had not 
tried to tax the American 
colonies. Parliament passed, 
in 1765, what was known as 
"The Stamp Act." This 
law required that all bills, 
notes, leases, and many- 
other such documents used 
in the colonies, should be 
written on stamped paper, 
which should be sold by 
officers at such prices as 
should bring a revenue to 
the English government. 
All newspapers were re- 
quired to be printed on 
stamped paper. 

The American people 
quickly saw that, if the 
British Parliament could 
pass such an act, they 
could tax America in any 
other way. The cry was 
raised in all the colonies, 
" No taxation without representation ! " Patrick Hen- 
ry, a brilliant speaker, took the lead in the agitation 
in Virginia, and James Otis, an eloquent Boston law- 
yer, was the principal orator in Massachusetts. The '' 
rivalries and jealousies between the various colonies died 
out in the new patriotic feeling, and the excitement ran 
like a flame of fire from New Hampshire to Georgia. 
There was everywhere a call for union among the colo- 



James Otis was born at what is now 
West Barnstable, on Cape Cod, in 1725. 
After studying in his native town he went 
to Harvard College, where he graduated 
when he was eighteen years old. But, 
wishing to lay a good foundation, he 
spent a year and a half more in general 
studies before he entered on the study of 
the law. He practiced at first in Plym- 
outh and afterward in Boston. He rose 
to the highest rank in his profession. He 
was an honorable man, and would never 
take unfair advantages of an opponent. 
When the custom-house officers applied 
for "writs of assistance," which would 
enable them to search any house at any 
time, it became the duty of Otis, as ad- 
vocate-general, to argue in favor of 
the writs. But he gave up this lucrative 
office and took the side of liberty. He 
made a great speech, five hours long, 
against the writs, and this speech is 
considered by some the starting-point 
of the Revolution. It was in this 
speech that he first raised the popular 
cry against " taxation without repre- 
sentation," which was the watchword 
of the Revolution. In the great strug- 
gle over the Stamp Act, and in the de- 
bates that followed, to 1769, he was the 
brilliant leader. When the bitterness of 
the controversy with England was at its 
height he became involved in an affray 
with several officers of the customs, and 
was seriously injured. Soon after this 
his mind, wearied by the exciting contro- 
versies in which he was engaged, became 
gradually deranged, and he retired from 
public affairs. In 17S3 he was killed by a 
stroke of lightning. 



Violent oppo- 
sition to the 
Stamp Act. 




164 



THE CAUSES OF THE REVOLUTION. 



The Americans 
agree not to 
import English 
goods. Repeal of 
the Stamp Act. 



Other acts of 
oppression. 




SAMUEL ADAMS. 



nies. A congress of delegates from nine of the colonies 
met in New York in October, 1765. It is known as 
>" The Stamp-Act Congress." But the people were too 
much excited to stop at orderly measures. In colony 
after colony violent mobs compelled the stamp-officers 
to resign. In some places the people pulled down or 
rifled the houses of British officials. Not one man in 
all the colonies dared to sell a piece of stamped paper. 
Though America had almost no manufactures, the 
merchants pledged themselves to import no English 
goods until the Stamp Act was repealed. As black goods 
came from England, the people resolved to wear no 
black at funerals, and they began to dress in homespun. 
They resolved, also, to eat no more mutton, in order to 
increase the home production of wool. English mer- 
chants, whose trade was hurt by these measures, now 
joined in the clamor for the repeal of the Stamp Act, and 
it was repealed in 1766, to 
the great joy of the colonies. 
But Parliament passed 
another bill at the same 
time, asserting its right 
to tax the colonies. New 
ways of raising a revenue 
in America, without the 
consent of the people, 
were tried. Troops 
were quartered in the 
colonies, and the people 
were required to pay the 
expense. This the colonies 
refused to do. In 1770 a 



Samuel Adams was born in Boston 
in 1722. He graduated at Harvard Col- 
lege at twenty years of age. He was 
already devoted to liberty, and his ora- 
tion when he received the degree of 
master of arts defended the right of the 
people to resist the supreme magistrate, 
"if the commonwealth can not otherwise 
be preserved." He was one of the first 
to oppose taxation by Parliament, and he 
early became the chief organizer and 
leader of the revolutionary movement in 
Massachusetts. He is said to have pro- 
posed the Congress of 1774. When Gen- 
eral Gage offered pardon to the Ameri- 
cans, he excepted Samuel Adams and 
John Hancock. Adams was a member of 
the Continental Congress and a principal 
advocate of American independence. He 
lived a pure and incorruptible life, and, 
though always poor, the king could not 
buy him from the path of virtue. He 
died in 1803. 



THE CAUSES OF THE REVOLUTION. 



165 



collision took place between 
British troops and some peo- 
ple in Boston. Three of 
the people were killed. This 
was called "The Boston Mas 
sacre." It excited deep feel- 
ing in all the colonies, and 
Samuel Adams, the leader of 
the Boston town-meeting, com- 
pelled the governor to with- 
draw the troops from the city. 
^X. The tax was at length taken 
off from nearly everything 
except tea. By releasing a -?=d 
part of the English duty on 
tea sent to America, the gov 
ernment arranged it so that the 
Americans, a^ter paying a tax in America, would 
have their tea cheaper than before. The Americans were 
not contending for a little money, but for a principle, 
and they refused to receive the tea. They began to 
drink tea made of sassafras-roots, sage, raspberry-leaves, 
yaupon, and other American plants. The English gov- 
ernment sent over consignments of tea to the princi- m^^ 
pal ports. At Boston a company of fifty men, disguised ^^ 
as Mohawk Indians, boarded the ships and emptied v ; 
three hundred and forty-two chests of tea into the sea. 
This is known as " The Boston Tea- Party." In New *S 
York the people emptied a private consignment of tea s-, <■ . 
into the water, and the ships which were sent by the 4 
government they compelled to go back to England. 

. . Opposition to the 

Philadelphia also sent the tea-ships home again. In tax on tea. 




l66 THE CAUSES OF THE REVOLUTION. 

Charleston the tea was landed, but purposely stored 

in damp cellars, where it rotted ; and at Annapolis, a 

ship that had paid the duty on a private consignment 

of tea was burned in the harbor. 

The Boston Port xhc English Parliament punished Boston by closing- 
Bin and its effect. _ ^_ ^ J b 

its port until the tea thrown overboard should be paid 
for. This act produced a great deal of distress in Bos- 
ton, by ruining its business and throwing its working- 
people out of employment. But it excited the sympa- 
thy of the other colonies, who sent aid to its people 
and who resolved to support it. A committee in New 
York immediately suggested that Massachusetts should 
call a congress, and thus the colonies were finally brought 
into a union against the mother-country. 



Questions for What was the character of many of the men sent over to America as 

^^^'^y- governors ? What kind of people did the British government transport 

to be sold into service in America ? How did the people feel about the 
bringing in of criminals .? What did the En'jlish government do about 
the importation of slaves ? What laws were made about American 
manufactures ? What three sorts of manufacture were particularly re- 
strained ? What was the object of the navigation laws ? In whose 
hands was the enforcement of the navigation laws ? What kind of writs 
did the custom-house officers ask for in 1761 ? What right did the 
" writs of assistance " give to the officers ? How did the people feel 
about this ? ^ Was there much thought of separation ? Would the 
colonies have sejDarated from England when they did if the English gov- 
ernment had been wise ? What act was passed in 1765 ? What did this 
law require? What did the American people see in this measure? 
What cry was raised in all the colonies ? Who took the lead in the agi- 
tation in Virginia ? Who was the chief orator in Massachusetts ? What 
effect did the excitement have on the jealousies between the colonies ? 
When did the " Stamp-Act Congress " meet ? Where ? Did the 
people stop with orderly measures ? What took place in many of the 
colonies ? Were many stamps sold ? What pledge did the mer- 
chants make? What did the people refuse to wear? In what kind of 
goods did they dress themselves ? Why did they refuse to eat mutton ? 
Who now joined in the clamor for the repeal of the Stamp Act ? Why 



I 



THE CAUSES OF THE REVOLUTION. I67 

did the merchants wish it repealed ? When was it repealed ? What bill 
did Parliament pass when it repealed the Stamp Act ? What was done 
about taxing America ? What was done about gathering troops ? Did 
the colonies quarter the troops? What took place in 1770? What is 
this occurrence called ? What effect did it have ? When the taxes 

were taken off of other articles, what article was still taxed ? How did 
the British government seek to make this agreeable to the Americans ? 
Why would they not accept an arrangement which made tea cheaper ? 
What did the people drink instead of tea? What happened when the 
government sent tea to Boston ? What is this occurrence called ? What 
did New York do about the tea ? What did Philadelphia do ? What 
became of the tea sent to Charleston ? What of a consignment of tea at 
Annapolis ? How did the English Parliament punish Boston for 

her part in the tea business ? What was the effect of the closing of the 
port on the people of Boston ? How did the other colonies feel about it ? 
What did the New York committee suggest ? 

I. Old causes of dissatisfaction. Study by topics. 

1. Character of the governors. 

2. Transportation of criminals and slaves. 

3. Laws about manufactures and navigation. 

4. Writs of assistance. 
II. The Stamp Act of 1765. 

1. Its nature. 

2. The excitement in America. 

a. No taxation without representation, b. Patrick Henry. 
c. James Otis. d. The " Stamp-Act Congress." 

3. The mobs. 

4. The agreement against English goods. 

5. Repeal of the act. 

III. New measures of oppression. 

1. Parliament claims the right to tax. 

2. Imposes new taxes. 

3. Tries to quarter tj-oops at the expense of the colonies. 

4. " The Boston Massacre." 

IV. The duty on tea. 

1. The new plan of taxing tea. 

2. Substitutes used. 

3. Boston Tea-Party. " 

4. Tea in New York, Philadelphia, Charleston, and Annapolis, 
V. The closing of the port of Boston. 

1. The effect on Boston. 

2. The sympathy of the other colonies. 

3. The calling of a congress. 



i68 



THE OUTBREAK OF THE REVOLUTION. 




CHAPTER XXVIII. 

The Outbreak of the Revolution and 
• Declaration of Independence. 



PINE-TREE FLAG, USED 
ABOUT BOSTON AT THE 
BEGINNING OF THE REVOLUTION. 



1774 



Though the Congress of the thirteen colo- 
nies which met in Philadelphia in 1774 had no 
authority to make laws, the people chose to 
The Congress of obcy its rccommendations and to disobey the governors 
sent to them from England. The Congress petitioned 
the king and Parliament to restore their rights. But 
meanwhile the colonies organized the militia, and col 
lected military stores, that they might be ready to fight 
for their libertieSo 

General Gage was in command of the British forces 

at Boston. He resolved to check the rebellious spirit 

of the people. He sent 



British troops 
sent from Boston 
to Concord. 




I \ out troops from Boston 
soon after midnight on 
April 19, 1775, to de- 
stroy some military 
stores at Concord, 



Paul Revere, an engraver and an 
active patriot, was sent to tell Adams and 
Hancock, who were at Lexington, that 
the British were coming. Ho waited at 
Charlestown until he saw a light hung in a 
church-steeple, which was a signal to him 
that the British were moving. Then he 
rode to Lexington, warning the people of 
their danger. (See Longfellow's famous 
poem on the subject.) 



GENERAL GAGE. 



The battle of 
Lexington and 
the beginning of 
the Revolution. 



about twenty miles 
away. The Ameri- 
cans had formed companies ready to be called out 
on the minute'; these were called " minute-men." At 
Lexington the British troops fired on the minute-men 
and killed eight of them. At Concord the soldiers de- 
stroyed the stores. 

But the minute-men were now pouring in from the 
whole country, and the English troops beat a hasty re- 
treat back through Lexington. The Americans, swarm 



THE OUTBREAK OF THE REVOLUTION, 



169 



ing like maddened bees, 
attacked them in the 
rear, in front, and on 
both sides. The min- 
ute-men fired from 
behind trees, rocks, 
and stone fences. 
The English retreated 
in a state of exhaustion, 
with a loss in killed and 
wounded of nearly three hundred men ; the Americans 
lost about eighty-five. Messengers on horseback car- 
ried the news of the "battle of Lexington," as it was 
called, all over New England and into the Middle and 
Southern colonies. The people now knew that the war 

so Ions: threat- 



Capture of Ticonderoga. — Soon 
after the battle of Lexington, Ethan Al- 
len, at the head of eighty backwoodsmen 
from Vermont, known as " Green Mount- 
ain Boys," made a sudden descent on 
Fort Ticonderoga, nea" the south end of 
Lake Champlain. Entering the fort in the 
night, he found the commander in bed, 
and summoned him to surrender. " In 
whose name?" demanded the officer. 
" In the name of the great Jehovah and 
the Continental Congress ! " replied Allen. 
With the fort Allen secured a supply of 
powder, then very much needed by the 
Americans. 




^^^^^■q.K^^-^^ 



ETHAN ALLEN. 




ened had begun. 

After the bat- The battle of 

Bunker Hill. 

tie of Lexington, 



an irregular army 
of New-England- 
ers blockaded the 
English troops in 
Boston, A de- 
tachment sent to 
encamp on Bun- 
ker Hill threw up 
breastworks on Breed's Hill in- 
stead. Here the British attacked 
them with nearly double their 
force, and, though the Americans 
;/ were farmers who had never fought, and 



THE OUTBREAK OF THE REVOLUTION. 




nothing but 
fowling-pieces 
to fight with, 
they twice 
repulsed the 
British reg- 
ulars with 
crreat slaugh- 

>/?^^-_^ ~^jJ^^S^^^ ^ ' ter, and, when 
S .;=fe^=--^- ^ -^v. their ammunition 

was exhausted, fought with the butts and barrels of their 
guns until compelled to retreat. One third of the Brit 
ish force was killed or wounded, and the result of the 
battle was to give great confidence to the Americans, 
who have always regarded the battle of Bunker Hill, 
as it was called, more as a victory than a defeat. 



THE OUTBREAK OF THE REVOLUTION. 



171 



Early Life of Washington. — 
George Washington was born in Vir- 
ginia, February 22, 1732. His father 
was a planter, with a large landed prop- 
erty ; his mother was a woman of great 
force of character, but, like many ladies 
of that day, she had little education. 
Washington got such education as the 
poor country schools of the time afforded, 
but he made the most of it. His exercise- 
books are models of method and neat- 
ness. Besides the common branches of 
reading, writing, and arithmetic, he 
learned surveying and book-keeping. He 
was a lad of great strength, and took the 
lead in all athletic sports, and he became 
one of the best horsemen of his time. He 
bore hardships with great resolution, he 
spoke the truth, he was economical, in- 
dustrious, and systematic in his habits. 
He was, while yet hardly more than a 
boy, engaged in surveying wild lands for 
Lord Fairfax, an English nobleman, who 
owned a great tract of Virginia territory, 
and lived in the Shenandoah Valley. He 
thus came to know the frontier country 
and the habits of the Indians. He was 
made a major of the militia at nineteen, 
and he was but twenty-one when Gov- 
ernor Dinwiddie sent him on a mission to 
the French posts on the Ohio, as we 
have told in another chapter. By his 
prudent conduct in Braddock's and 
Forbes's expeditions, and in the defense 
of the Virginia frontier, he won the con- 
fidence of the American people. He was 
a member of the Continental Congress of 
1774. He was not a brilliant man, but even 
in 1774 Patrick Henry pronounced him, 
for " solid information and sound judg- 
ment, unquestionably the greatest man " 
on the floor of the Continental Congress. 



Meantime it fell to the Washington 

. . made command. 

Continental Congress^ in er-in-chier. 
session in Philadelphia, to 
elect a commander-in-chief 
for the new army. Colonel 
Georg-e Washington, of 
Virginia, who had gained 
distinction for zeal, cour- 
age, and prudence in the 
French and Indian wars, 
was chosen to this respon- 
sible place. He declined 
all pay except his expenses. 
He set out for Cambridge, 
Massachusetts, where he 
took command on July 3, 

1775- 

Washington brought his The English 

, , , 1 evacuate Boston. 

irregular army to a tolera- 
ble state of organization, and 
closely besieged the Brit- 
ish in Boston until 
March of the next 
year, 1776, when he 




sent a strong force 
to occupy and fortify Dorchester Heights, which 
commanded the harbor and the town. This 
forced the English to withdraw their troops 
from Boston to Halifax, in Nova Scotia. 

Up to this time the Americans had been fior-hting: for independence 

^ & o declared. 

their liberties as British subjects. But now they were 
everywhere weaned from attachment to England. The 



FLAG BORNE BY AMERICAN 
TROOPS AT THE SOUTH 
AT THE BEGINNING OF THE 
REVOLUTION. 



172 



THE OUTBREAK OF THE REVOLUTION. 




RATTLESNAKE FLAG, USED AT 
THE BEGINNING OF THE REV- 
OLUTION. IT SOMETIMES BORE 
FOR MOTTO, " DON'T TREAD 
ON ME 1 " 



The Declaration 
of Independence. 



kin* 



nies. 



Thomas Jefferson was bom near 
Charlottesville, Va., in 1743. His father 
was a noted land-sui"veyor, and one of the 
authors of a map of Virginia. He left an 
ample fortune. Thomas was an eager stu- 
dent. He graduated at William and Marj- 
College, and was soon recognized as per- 
haps the most accomplished general 
scholar in the colonies. He was an ex- 
cellent mathematician, and knew Greek, 
Latin, French, Spanish, and Italian. 
There was almost no knowledge that he 
was not eager to acquire. He was not 
gifted as an orator, but with his eloquent 
pen he rendered great services to the 
cause of liberty in America. He wrote 
the Declaration of Independence, the 
most famous state-paper in the world. 
He used his best endeavor to have slavery 
and the slave-trade abolished. He took 
the lead in abolishing the colonial laws 
that gave to the oldest son the largest 
share of the father's property. He was 
also the leader in separating church and 
state, and giving to the people religious 
freedom. To him we owe the change of 
our money from pounds, shillings, and 
pence to a simple decimal system of 
dollars, dimes, and cents. To him, also, 
was due the purchase from France of the 
territory west of the Mississippi. He was 
the third President of the United States, 
chosen in the year 1800, and was elected 
for a second term in 1804. He died on the 
4th of July, 1826, just fifty years to a day 
from the adoption of the Declaration of 
Independence, and the aged John Adams, 
second President, died on the same day. 



colonies, one after another, formed constitutions inde- 
pendent of England, or took steps looking toward inde- 
pendence. On the fourth day of July, 1776, the 
Continental Congress adopted the " Declaration 
of Independence." 
This act was a for- 
mal separation of the 
united colonies from 
England, whose king 
was no more to be 
in the thirteen colo- 
Thomas Jefferson, 
of Virginia, wrote this elo- 
quent declaration, which 
will never be forgotten. 

The Declaration says : 
" We hold these truths to 
be self-evident : That all 
men are created equal ; that 
they are endowed by their 
Creator with certain un- 
alienable rights ; that among 
these are life, liberty, and 
the pursuit of happiness." 
The Declaration of Inde- 
pendence gives an account 
of the various acts of tyran- 
ny which the colonies had 



suffered under the govern- 



ment of George III, and then says: "We therefore, the 
representatives of the United States of America in gen- 
eral Congress assembled, appealing to the Supreme 
Judge of the world for the rectitude of our intentions, 



THE OUTBREAK OF THE REVOLUTION. 



173 



do, in the name and by the authority of these colonies, 
solemnly publish and de- 
clare, that these United 
Colonies are, and of right 
ought to be, free and 
independent States." It 
closes with these words : 
" And for the support 
of this declaration, with 
a firm reliance 
protection of 
vine Providence 
mutually pled| 
to each oth- 
er our liv 
our fortunes 
and our 
sacred 
honor." 



Where 
did the 
Congress of 
1774 meet ? 
Did it have any 
authority to make 
laws? How did the 
people treat its rec- 
ommendations ? How 
did they treat the govern- 
ors sent from England ? 
To whom did the Congress 
address petitions ? What 
did the colonies do in or- 
der to be ready to fight if 
necessary ? Who was 

in command of the British 
forces at Boston ? What 
did he resolve to check ? 
At what time of night did 
he send out troops irom 




Questions fox 
study. 



174 



THE OUTBREAK OF THE REVOLUTION. 



Boston ? On what day of what month was this ? In what year ? 
What were these troops to destroy ? Where were the iniHtary stores ? 
How far away is Concord from Boston ? What took place at Lex- 
ington as the troops passed through ? Who were called minute-men ? 
How many minute-men were killed in this first fire ? What did the 
British troops do at Concord ? Who were now pouring in from the 
whole country ? What did the English troops do ? What did the 
Americans do ? How many did the English lose ? How was the 
news carried ? What war did this battle begin ? What kind of 

an army blockaded the English in Boston after the battle of Lexing- 
ton ? On what hill was a detachment sent to encamp ? On what hill 
did they throw up breastworks ? How much stronger than the Ameri- 
cans was the force sent to attack them ? What kind of troops were the 
Americans ? What kind of guns did they have ? How did they fight ? 
What did they do when their ammunition was exhausted ? What 
portion of the British force was killed and wounded ? What was the re- 
sult of the battle ? How have the Americans always regarded it ? 
By whom was a commander-in-chief of the army elected ? Whom 
did the Congress choose for this place? What qualities had given him 
distinction in the French and Indian wars ? What did Washington do 
about salary ? Where did he go to take command of the army ? On 
what day did he take command ? Where were the British whom 

Washington now besieged ? To what heights did he send a force ? In 
what month was this ? When the Americans had taken possession of 
Dorchester Heights what were the English forced to do ? What 

had the Americans been fighting for up to this time? What did one 
colony after another do ? What declaration did Congress adopt ? On 
what day ? What was this act a separation from ? Who wrote the 
Declaration of Independence? Two truths are held to be self- 

evident in the Declaration of Independence : what is the first one ? What 
unalienable rights are said to belong to all men ? 
Of what acts of tyranny does the Declaration give 
an account ? What solemn declaration is then 
made? What pledge is given ? (Give as nearly 
as possible the exact words of the Declaration.) 

I. Preparations for the Revo- 
lution. 
II. Battle of Lexington. 

III, Battle of Bunker Hill. 

IV. Appointment of Washing- 
ton. 

V. Recovery of Boston, 
i VI. Declaration of Independence. 




THE OUTBREAK OF THE REVOLUTION. 



lyi' 



General Gage sent out troops to destroy some military stores at , 

about miles from Boston. The Americans had companies called 

. These attacked and drove in the troops. This is called the 

battle of . The Americans sent a force which encamped on 

Hill, now commonly called Hill. The English attacked them and 

carried the works with great loss. Colonel . of Virginia, was ap- 
pointed general-in-chief of the American forces, and took command 

at . In March following he sent a force to occupy Heights, 

commanding Boston ; this obliged the troops to evacuate the town. 

The region about Boston. Make a diagram of, or otherwise locate with reference 
to Boston, Lexington, Concord, Bunker Hill, Dorchester (now South Boston) Heights. 



Skeleton 
mary. 



Geography. 




CHAPTER XXIX. 

The Battle of Trenton and the 
Capture of Burgoyne's Army. 



W' 



M >Ta 

«. -^ ^ 



KING GEORGE III. 



f C^mC The people received the Declara- 

tion with joy. Pictures of the king 
were destroyed ; his coat-of-arms was 
torn down from public buildings and thrown into the 
patriotic bonfires. The leaden statue of George III, 



Joy of the people 
at the news of 
the Declaration 
of Independence. 




0E8TROVINQ TKE STATUE OF GEORGE HI AT THE QOWUNQ GREEN, ^N NEW YORK CITl 



176 



THE BATTLE OF TRENTON. 



which Stood in Bowling Green, in New York city, 
was run into bullets. 

But the joy of the Americans was soon turned into 
vork. anxiety. About the time of the adoption of the Decla- 



of an 

army 




THF RETREAT FROM LONG ISLAND. 



ration of Independence, General Howe landed a large 
body of English troops on Staten Island, near New York, 



THE BATTLE OF TRENTON. 



177 



and a few days later his brother, Admiral Lord Howe, 
came with re-enforcements. 

The battle of Long Island was fought near Brook- 
lyn, on tne 27th of August, 1776. In this battle the 
Americans Were defeated, and Washington withdrew 
his troops from Brooklyn, and left the whole of Long 
Island in the hands of the British. The Amexicans were 
not strong enough to hold New York, and it was soon 
evacuated. Fort Washington, above New York, with 
two thousand Americans, was captured by the British, 
who soon crossed the Hudson. Washington was obliged 
to retreat, step by step, across New Jersey into Penn- 
sylvania. 

-^ The American cause seemed on the verge of ruin. 
It was necessary to strike some blow to hearten the 
people. The English government had hired a body of 
Hessian soldiers, men from that part of Germany called 
Hesse-Cassel [hess-cas'-sel], to assist in subduing the 
Americans. Fifteen hundred of these were stationed in 
Trenton. Washington crossed the Delaware River, 
above Trenton, on the night of Christmas, with twenty- 
five hundred men. The river was so full of floating ice 
that it took Washington all night to get over with his 
men. The Hessians were, as Washington expected, stu- 
pefied by their Christmas revelries of the night before. 
The Americans surprised them at eight in the morning. 
About a thousand prisoners were taken. 

A little later the British advanced upon Trenton and 
put Washington in great danger, because he could not 
retreat across the river in the presence of the enemy. 
He saved himself by a bold move. Building up his 
camp-fires, so as to deceive the enemy, he moved around 




ADMIRAL LORD HOWE. 

The battle of 
Long Island, and 
the evacuation 
of New York by 
the Americans. 



Washington 
crosses the Dela- 
ware and capt- 
ures Trenton. 




A HESSIAN TROOPER. 



Battle of Prince- 
ton. 




AMERICAN FLAG, 
ADOPTED IN 1777. 



Burgoyne's 
expedition. 



Fall of 
Ticonderoga. 



Battle of 
Bennington. 




HESSIAN MADE PRISONER 
BY MILITIAMAN. 



THE BATTLE OF TRENTON. 

the British force and attacked and captured Prince- 
ton, in their rear. This forced the British to fall 
back to New Brunswick, and left the most of New 
Jersey in the hands of the Americans. '^ 

In 1777 General Burgoyne was sent to force 
his way down from Canada, through Lake Cham- 
plain and Lake George, to the Hudson. He was 
expected to capture Albany, and make a junc- 
tion with the British forces about New York. The 
effect of this would have been to cut the United Colo- 
nies in two. 

Burgoyne compelled General St. Clair to evacuate 
Ticonderoga, and captured the artillery and all the stores 
which St. Clair was trying to move. He then went to 
Skenesborough, now Whitehall, at the south end of Lake 
Champlain. At length he reached the Hudson at Fort 
Edward, having gained complete control of Lake Cham- 
plain and Lake George. 

From Fort Edward, Burgoyne sent out a force of 
his hired German troops into what is now Vermont, 
to capture stores and horses. But the militia of 
western New England, who like almost all men 
in a new country were accustomed to the use 
of fire-arms from childhood, gathered under the 
lead of General Stark, and at the battle of 
Bennington utterly defeated the detachment sent 
out by Burgoyne. 
The whole Northern country was up now. The 
ranks of the army under General Gates, which op- 
posed the march of Burgoyne, were quickly filled 
by militia pouring in from New York and New Eng- 
land. In a hard -fought battle at Bemis Heights the 



THE BATTLE OF TRENTON. 



179 



Americans won a decisive victory. Burgoyne was 
soon hemmed in on every side by the increasing 
American force. His retreat was cut off in every 
direction, and on the i6th of October he signed arti- 
cles of capitulation. The next day his whole army 
laid down their arms This victory delivered the 
American cause from the greatest peril, and brought 
joy without measure to the people. 





How did the people receive the Declara- 
tion of Independence ? How did they show 
their dislike to the king, George HI ? What 
became of his leaden statue in New York ? 
What turned the joy of the Americans to 
anxiety ? What English general landed on 
Stat en Island ? Near what city is Staten 
Island ? Who brought re-enforcements to 
General Howe ? Near what city was 

the battle of Long Island fought ? In what 
month ? Who were defeated in this battle ? 
What did Washington do after the battle .'' 
Why did he evacuate New York ? What 
fort did the British capture ? What river did 
the British cross after capturing Fort Wash- 
ington ? Across what^ State did Washington retreat ? Into what 
State ? What were the prospects of the American cause at this 

time ? What kind of soldiers had the English hired ? Where were 
the Hessians from ? How many Hessians were in Trenton at this time ? 
What river was between Washington's army and Trenton ? At what 
time of the year did Washington and his troops cross ? What made 
it hard to get over ? By what were the Hessians stupefied ? At 
what time in the morning did the Americans attack them ? How 
many prisoners were taken ? When the British advanced 

against Washington, in Trenton, why was he in danger ? How did 
he save himself ? What effect did this have on the British ? 
In what year was Burgoyne's expedition sent from Canada ? 
Through what lakes did Burgoyne move ? Toward what river ? 
What city did he expect to capture ? With what English forces 
was he to make a junction ? What would have been the effect 
of this ? What fort did Burgoyne force General St. Clair to 

J3 



GENERAL GATES. 



Questions 
study. 



for 




HESSIAN TROOPER'S BOOT. 



i8o 



THE BATTLE OF TRENTON. 




evacuate ? 



then 



go 



To what place did Burgoyne 
Where did he reach the Hud- 



Study by topics. 



Skeleton sum- 
maries. 



son } Of what lakes had he gained control ? 
Into what region did Burgoyne send out 
a detachment > For what purpose were 
they sent ? Under what general did the 
militia of New England gather? What hap- 
pened at the battle of Bennington to the 
detachment which Burgoyne had sent out ? 
In what battle was Burgoyne's army de- 
feated ? What did he try to do .-* Finding 

he could not retreat, what took place ? What was the effect of this 

victory on the Americans ? 

Tell about— 

I. Events following the Declaration. 

1. Joy of the people at the Declara- 

tion of Independence. 

2. Landing of Howe. 

3. Battle of Long Island and other 

English successes. 

4. Battle of Trenton. 

5. Battle of Princeton. 
II. Burgoyne's expedition. 

1. Its purpose. 

2. Burgoyne's successes. 

3. Battle of Bennington. 

4. Defeat of Burgoyne. 

5. Surrender of Burgoyne's army. 

1. British successes. About the time of the 

Declaration of General Howe landed on 

Island. The were defeated in the 

battle of Long Island. It was fought near , 

August 27, 17 — . Washington soon after evacu- 
ated . Fort , above New York, was 

captured by the , and Washington was 

obliged to retreat into . 

2. Washington's successes. The English had a body of hired Ger- 
man soldiers stationed at . Washington crossed the on the 

night of , and attacked them at eight o'clock in the morning. He 

took prisoners. When the English advanced to Trenton, he attacked 

and took in their rear, and forced them to fall back, leaving nearly 

the whole State of in his hands. 




THE BATTLE OF TRENTON. 



181 



3. Burgoyne's campaign. Burgoyne's advance from Canada took 

place in the year 17 — . He forced St. Clair to abandon Fort , and 

got possession of Lake and Lake , and reached the River 

at Fort Edward. He sent out an expedition into what is now the State 

of , which was defeated by American militia in the battle of . 

Burgoyne's army was defeated in the battle of Heights, and surren- 
dered on the i6th of , 1777. 

In what direction could the English pass from Staten Island to Long 
Island ? From Long Island to New York } From New York Island to 
New Jersey ? In what part of New Jersey is Trenton } What direction 
is Princeton from Trenton ? In what part of New Jersey is New Bruns- 
wick ? In what direction did Burgoyne move from Canada to Ticonder- 
oga ? On what lake is Ticonderoga ? By what water would one pass 
from Ticonderoga to Whitehall ? What lake lies south of the main body 
of Lake Champlain ? On what river is Fort Edward ? In what State ? 
In what direction from Fort Edward is Bemis Heights } From Fort 
Edward, in what direction is Bennington } In what State ? 



Geographical 
inquiries. 



CHAPTER XXX. 
The Dark Period of the Revolution. 



The overthrow of Burgoyne The battle of 

, . , , . . , the Brandywine- 

relieved the American cause of sept. n, 1777. 
one great danger, but it was 
sorely beset in other quarters. 
General Howe had taken his 
army around by sea, and 
landed at the head of Chesa 
peake Bay, in order to 
capture Philadelphia, which 
was then the seat of Con- 
gress. Washington's armv 
was inferior to the British, and he retired behind 
the Brandywine River, where, on the nth of Sep- 
tember, 1777, was fought the battle known as "The gen 




GENERAL BURGOYNE. 




ERAL SIR WILLIAM HOWE- 



l82 



THE DARK PERIOD OF THE REVOLUTION. 



Battle of Ger- 
mantown, Oct. 

1777 




LA FAYETTE. 



Winter quarters 
at Valley Forge, 
i777-'78. 




Battle of the Brandywine." 
The Americans were forced 
to retreat, and the British 
entered Philadelphia. 

On the 4th of October 
Washington attacked the 
British at Germantovvn, 
near Philadelphia, but 
he was again defeated. 
The winter of 1777- 
'78 was the darkest 
season of the Revo- 
lution. Washington 
went into winter-quar- 
ters at Valley Forge. 
Congress had no money. 
Many of the soldiers were 
without shoes, and in their 
marches over frozen ground 
they left blood in their 
tracks. Some of the poor 
fellows sat up by the fires 
at night, for want of blan- 
kets to keep them 
warm. 
The war of the colo- 
nies against England 



The Marquis de La Fayette was 
born of an illustrious French family on 
the 6th of September, 1757. He was but 
nineteen years old, with every prospect 
which great wealth and family influence 
could give, when he embraced the cause 
of liberty in America. Agam^t the com- 
mand of the King of France, he freighted 
a ship at his own expense, and landed in 
America in 1777, to offer his services as a 
simple volunteer. He quickly won the 
favor of Congress and the life-long friend- 
ship of Washington. He was made ma- 
jor-general, and, though so young, showed 
considerable ability as a commander. His 
conduct was always prudent. He was 
wounded at the Brandywine, and he dis- 
tinguished himself by a masterly retreat 
from Barren Hill and fine conduct at 
the battle of Monmouth. In Virginia, 
when Comwallis threatened him with a 
superior force, and boasted that the " lit- 
tle boy," as he called La Fayette, could 
not get away from him, the young mar- 
quis avoided a battle, and prepared by 
his skillful movements for the final suc- 
cess at Vorktown. La Fayette was all his 
life a lover of liberty and order. He took 
a brave part in the French Revolution, 
but refused to go to extremes. He was 
arrested and imprisoned for years in Aus- 
tria, in spite of American efforts to re- 
lieve him. At the instance of Bona- 
parte he was freed in 1797. He visited 
the United States in 1824, when he was 
welcomed as the guest of the nation. He 
made the tour of the country, rejoicing 
in its prosperity. He was everywhere re- 
ceived with enthusiasm by those whose 
fathers he had helped in their hour of 
distress. Congress voted him 8200,000 
and a township of land for his losses and 
expenses in the Revolution. Though an 
old man, he took part in the French Revo- 
lution of 1830, and remained the devoted 
friend of human liberty until his death 



BARON STEUBEN. 



had excited much 

sympathy in Europe. Many foreign officers had 
come over to assist the Americans. Some of 
these were mere adventurers, but others were men 
of ability and generous spirit. Such was the young 



THE DARK PERIOD OF THE REVOLUTION. 



183 




French nobleman La Fayette ; Count 
Pulaski, Baron Steuben, and Baron 
De Kalb were also excellent officers. 
France had Irom the first taken a 
lively interest in the fate of America, 
partly from a jealous dislike of Eng 
land, partly from the love of lib- 
\ ^ ' erty that was growing among the 
French people. The courageous per- 
sistence with which Washington attacked Howe's 
army at Germantown made a strong impression 
in France, and on the 6th of February, 1778, a 
treaty of alliance between France and the United 
States was signed This was received in America 
with the greatest joy. 

The first result of the alliance with 
France was the recovery of Philadelphia. 
Sir Henry Clinton, who had succeeded Howe in 

command of the British army, was afraid 
that the French might blockade the 
Delaware, and thus shut him up in 
Philadelphia. He therefore retreat- 
ed across New Jersey to New York, 
J^ pushed by Washington's army. Dur- 
ing this retreat the battle of Mon- 
mouth was fought. The Americans 
gained a partial victory, the English retreating under 
cover of night. 

When the war had lasted three or four years, the Brit- 
ish government became convinced that it was a most 
difficult task to subdue the Northern and Middle States. 
The people could not be subdued even when the armies 



Arrival of La 
Fayette and 
other foreign 
officers. 

The alliance 
with France, 





British retreat 
from Philadel- 
phia, and the 
battle of Mon- 
mouth, June 28, 
1778. 



SIR HENRY CLINTON. 



The British con- 
quer Georgia and 
South Carolina. 
Americans de- 
feated at the bat- 
tle of Camden, 
1780. 



i84 



THE DARK PERIOD OF THE REVOLUTION. 




GENERAL MOULTRIE. 



Sergeant Jasper. — In 1776 the Brit- 
ish fleet attacked Fort Sullivan, in Charles- 
ton harbor, which was successfully de- 
fended by General Moultrie. During the 
hottest of the fire, the flag of the fort, 
which bore the device of a crescent, was 
shot away. A sergeant named Jasper 
leaped down outside the fort and recov- 
ered the flag, which he fixed to a sponge- 
staff. This he stuck in the sand and 
then returned unharmed to the fort. For 
this act the governor of South Carolina 
gave him his own sword. In 1779 he was 
engaged in the attack on Savannah, when 
the colors of his own regiment were shot 
away. Jasper tried to replace them on a 
parapet, but he was mortally wounded. 
In this condition he brought away his 
colors. 




GENERAL LINCOLN, 

WHO DEFENDED CHARLESTON 

IN 1780. 



were beaten. But as there 

were more slaves, and as 

the white population was 

more scattered, in the 

Southern States, they 

supposed it might be 

easier to overrun them. 

At the close of the year 

1778 the British captured 

Savannah, and Georgia was 

soon subjugated. In the 

next year an attempt was 

made by the Americans, assisted by the French fleet, 
to capture Savannah, but it failed. In this attempt 
Count Pulaski lost his life. After a regular siege, a 
British fleet and army took Charleston in May, 
1780. General Gates, who had commanded the 
Northern army when Burgoyne surrendered, was 
put in command of all the American troops at 
'r/^',^^ the South. But Gates was utterly beaten, and 
his whole army routed and dispersed, by the 
British under Cornwallis, at the battle of Cam- 
den, in South Carolina. There was no longer 
any American army 
worthy of the name in the 
whole South. >'- 

But in the South, as in 



Sumter and Ma- 
rion maintain a 

partisan warfare the North, the British could 

in South Caro- 
lina, not gam permanent advan- 



tages. Though the Amer- 
icans shrank from enter- 
ing the army, which was 



One of the most brilliant enterprises of 
the war was the capture of Stony Point, 
on the Hudson. General Wayne led a 
force of Americans, by defiles in the 
mountains, to within a mile and a half 
of the fort on the evening of July 15^ 
1779. To prevent discovery, all the dogs 
on the road were killed. At midnight the 
Americans moved on the fort. The ad- 
vanced guard carried empty guns with 
fi.\ed bayonets, and thus faced the fire 
of the defenders as they rushed over the 
works and made the British garrisoa 
prisoners. 



THE DARK PERIOD OF THE REVOLUTION. 

poorly paid and badly fed, they refused to be 
subdued. Sumter and Marion mustered consider- 
able bodies of South Carolina militia. These 
men knew the country perfectly ; they lurked 
in the forests and swamps, coming out from 
time to time to strike the British where they 
were weakest. 



Where did General Howe take his army in order to capture 
Philadelphia ? Behind what river did Washington retire ? In 
what year was the battle of the Brandywine fought ? Who were 
forced to retreat? What city did the British enter? In what 

month in 1777 did Washington attack the British in Germantown ? Near 
what city is Germantown ? (It is now a part of Philadelphia.) What 
was the result of the battle of Germantown ? What was the 

state of feeling in Europe about the war in the colonies ? Who came 
over to assist the Americans ? What was the character of some of 
these officers ? What kind of men were others of them ? From what 
country was La Fayette ? From what country was Pulaski ? What 
other two officers are mentioned ? What country had from the 

first taken a lively interest in the American struggle ? Why was France 
interested ? What made a strong impression in France ? When was 
the treaty of alliance between France and America signed ? How was 
the news of this treaty received in America? What was the 

first result of the treaty with France ? Of what was Clinton afraid ? 
What did he do ? What battle was fought during his retreat from 
Philadelphia to New York ? After three or four years of war in 

the Northern and Middle States, to what conclusion did the British 
government come ? Why did they think it easier to conquer the South- 
ern States ? What city did the British capture 
at the close of the year 1778? What State 
was soon subdued ? Who assisted the Amer- 
icans in the recapture of Savannah in 1779? 
What was the result ? What distinguished 
officer lost his life in this attack ? What 

city did the British fleet and army capture in 
1780? Who was put in command of the 
American army in the South ? In what bat- 
tle was Gates utterly beaten ? What became 
of his army ? In what State is Camden ? 

Why could the British not gain permanent 




GENERAL MARION. 

Questions for 
study. 



— ^ 

VaJley For 


)~^*^{ 


N 1 ^ 


v^ 


>~ 


s ^^:^ 


\ .German- 
X town 


^ ^ 


'-^-~, 


\philade 


IfAhia^^F 


9 


\ 


^-^ 


f^m^ *. 


-s^Brandyw 


ne V 


A 


1 M 




^ 


]^^ 


S— ^ ^ 


■^1 

5I\ 




^ — \Z— ^ 


W " ^ 




--'£A ~^^^ 




^— B.6 


<i\ 


1^' 


p N ^^^'^ 


\ 



i86 



THE DARK PERIOD OF THE REVOLUTION. 



Study by topics. 



Questions in 
Geography. 



advantages in the South ? Who mustered considerable bodies of South 
Carolina militia ? Where did they lurk ? 

Tell about — 
I. The darkest hour. 

1. The battle of the Brandywine. 

2. The loss of Philadelphia. 

3. The battle of Germantovvn. 

4. The winter at Valley Forge. 
II. Foreign aid and brighter prospects, 

1. Foreign officers. 

2. Alliance with France. 

3. Retreat of the British from Philadelphia. 

4. The battle of Monmouth. 

III. The British overrun Georgia and South Carolina. 

1. Reason for attacking the South. 

2. The taking of Savannah. 

3. The Americans fail to recapture it. 

4. The siege and capture of Charleston. 

5. Defeat of Gates at Camden. 

6. The guerrilla war of Marion and Sumter. 

In what State was the battle of the Brandywine fought ? In what direction is 
the battle-field from Philadelphia ? On which side of Philadelphia is Germantown ? 
In what direction from Philadelphia is Valley Forge ? In what State is Monmouth, 
where the battle was fought ? In what State is Savannah ? In what State is 
Charleston ? In what direction from Charleston is Camden ? 




CHAPTER XXXI. 
The Closing Years of the Revolution. 

It was in 1780, when the affairs 
of the Americans were at a very 
low point, that there occurred 
the treason of Benedict Arnold. 
Arnold was a brave soldier and a 
brilliant leader, but in all the affairs 
of life he had proved himself some- 
thing of a scoundrel. He had led an 




BENEDICT ARNOLD. 



UNIR3RM8 OF 
FRENCH SOLDIERS IN AMERICA. 



THE CLOSING YEARS OF THE REVOLUTION. 



187 



1780. 



expedition against Quebec, and had shown great courage Treason of 
at Bemis Heights. He had been accused of fraud in his 
accounts, and had been once sentenced to be publicly 
reprimanded. Arnold opened a correspondence 
with the British general, and afterward got him- 
self appointed to the command of the posts in 
the Highlands of the Hudson in order to be- 
tray them. Major Andre [an-dray], of the Brit- 
ish army, was sent to arrange with Arnold the 
surrender of these posts. On his way back to 
New York Andre was captured by three men, 
who refused all the rewards which he offered 
them, and delivered him and his papers, which 
were in Arnold's handwriting, to the nearest American 
officer. Andr6 was tried and hanged for a spy. Ar- 
nold had time to escape to the British army, in which 
he fought with great vindictiveness against 
the Americans. He afterward lived in 
England, detested by everybody as a 
traitor. 




MAJOR ANDRE. 




GENERAL NATHANAEL GREENE. 



With the coming in of the year campaign of Gen. 

eral Greene in the 

1 78 1, American prospects began to south, 1781. 
brighten. Greene had taken com- 
mand of what was left of the ruined 
army at the South, which he imme- 
diately recruited and improved by strict discipline. 
At the battle of the Cowpens, fought in South Caro- 
lina in January, 1781, a detachment under Morgan 
defeated a British force under Tarleton. Greene skill 
fully retreated for two hundred miles across North 
Carolina to the border of Virginia, followed by Corn- 
wallis. When Cornwaliis moved to Hillsboro, Greene, 




COLONEL TARLETON. 



i88 



THE CLOSING YEARS OF THE REVOLUTION. 




ONE OF MORGAN'S 
RIFLEMEN. 



Greene recon- 
quers the most 
of the South. 



Battle of York- 
town and surren- 
der of Cornwallis, 
October 19, 1781. 




LORD CORNWALLIS. 




ROCHAMBEAU. 



re-enforced, again marched southward, but managed 
to avoid a battle until he had gathered new 
troops. Tn the severe battle of Guilford 
Court-House, Cornwallis drove the Americans from 
the field at the close of the day, but his army was 
so badly shattered that he was forced to begin a 
prompt retreat to the sea-coast, leaving his wounded 
in the hands of the pursuing Americans. 
Greensboro, the scene of this battle, is 
named in honor of General Greene. 
Cornwallis, who was the ablest of 
all the English commanders in Amer- 
ica, made a junction with the British 
troops in Virginia, and Greene took ad- , 
vantage of this to reconquer South 
Carolina from the English. Though 
often checked and sometimes defeated, he had the satis- 
faction of recovering the three Southern States so far 
that the English held only the three chief seaports. 
Savannah, Charleston, and Wilmington. 

Reaching Virginia, Cornwallis pushed the work of 
fighting and destruction with his usual vigor. La Fay- 
ette, who was in command of the Americans, showed 
much ability in avoiding a battle. Washington now 
marched his forces to the southward, in com- 
^ pany with a French army 
under Rochambeau [ro- 
sham-bo]. The French fleet 
blockaded the troops of Corn- 
wallis at Yorktown, and the 
'^ American and French armies, 
^ co-operating in the friendli- royal flag of france. 




THE CLOSING YEARS OF THE REVOLUTION. 



189 



Benjamin Franklin. — Franklin was 
the son of a tallow-chandler, and was 
born in Boston in 1706. He learned the 
printer's trade in his brother's office, and 
also did some rude engraving for the 
paper. He was studious from child- 
hood. He went to Philadelphia at seven- 
teen and worked as a journeyman prin'- 
er. After many vicissitudes he rose to 
the ownership of a printing-ofl^ce. He 
published an almanac, known as " Poor 
Richard's," that became famous for us 
wise proverbs, and he prinlecl and edited 
the best newspaper in the ^imeric^M: 
colonies. He wa^; postmas'.e:-;;eperal for 
the colonies, tie berime a student of 
electricity, and in '^753, by meanr of a 
kite, he -oved ibf^t the lightning of the 
clour" --is elert.ricity. This' discovery, 
ar .,,ve-i< [on of the lightning-rod, 

n- v :n Jar .^us. He promoted the 
f raation o' .,,^rary institutions, and 
f .i thercd t'.,e public welfare in many 
ways. T-fe w;nt to London more than 
once a'i agent for his own and other colo- 
iies^ and w£-i chiefly influential in se- 
'^'J ing the repeal of the Stamp Act. He 
'*'• i in London as agent for several of the 
col )nies wliv.- 1 the Revolution broke out, 
^^ i he imnn -diately returned to America. 
^ t was on' of the committee to draft the 
I^^'claralio 1 of Independence. He went to 
Frai ice jn 1776 as ambassador, and it was 
^I'S s killful hand that negotiated the treaty 
wi'l'. that country, without which the 
^^ volution could hardly have succeeded. 
He assisted in making the treaty of 
P^«.ce with England in 1782, and took 
P^rt in framing the Constitution of the 
U.nited States in 1787. He died in Phila- 
"'■Iphia i I 1790, aged eighty-four years. 
' was s; id of him that " he wrested the 




BENJAMIN FRANKLIN. 



est way, laid siege to the 
place. On the 19th of Octo- 
ber, 1 78 1, the British army 
under Cornwallis surren- 
dered, prisoners of war. 

The English people had 
grown weary of the war. 
The surrender of Cornwal- 
lis took away from England 
the last hope of subduing 
America. From this time 
it was certain that Ameri- 
can independence would be 
lj;ran; d by England. Terms of peace were at length 
agreed on at Paris in 1782, and a treaty was signed the 
folio ving year. By this peace England recognized the 



thunder ;'rom the sky and the scepter 
from tyi .nts." 



Preliminaries of 
peace, 1783. 




AMERICAN ARTILLERY DRAWN BY OXEN. 



IQO 



THE CLOSING YEARS OF THE REVOLUTION. 



Washington re- 
tires to private 
life, 1783. 



independence of the United States. Among those who 
negotiated the peace was the venerable Dr. Franklin. 

Washington, who was the idol of the people, resigned 
his command of the army in 1783, bidding farewell to 
his troops, and returning to private life at Mount Ver- 
non, like a good citizen. His patience, wisdom, cool- 
ness, and unselfish patriotism procured the successful 
*end of the long struggle. 




Questions for 
study. 



What kind of a soldier was 
Benedict ArnolcJ ? What expe- 
dition had he led ?. In what bat- 
tle had he shown great courage ? 
What accusation hi^d been made 
against him ? Whai posts was 
he in command of? What Brit- 
ish officer was sent to aiirange 
with him for the betrayal of t hesc 
posts ? How was Andre c-apt- 
ured ? What became of Arnold ? XVhat 
was the fate of Andre.? In what year 

did the prospects of the American cause bep''^ to 
brighten ? How many years had the Revolutior' con- 
tinued in the spring of 1781 ? (It began in the sPring 
of 1775— subtract 1775 from 1781.) Who had t;il<en 
command of what was left of the Southern army ? Who 
had had command of it before.? Where was the bat- 
tle of Cowpens fought? In what month and year? Who was be&'ten 
at Cowpens? How far did Greene retreat, followed by CO^^- 

wallis? When CornwalHs marched to Hillsboro, what did Greece 
do ? Where did they fight a battle ? Who held the ground after tl:ie 
battle of Guilford Court-House ? But what did Cornwallis do the next 
morning ? Who followed him in this retreat ? What is the town 0,1 
Guilford Court-House now called ? Why is it called Greensboro 1' 
With whom did Cornwallis now seek a junction ? What advan 
tage did General Greene take of this ? How successful was he 

What did Cornwallis do when he reached Virginia ? What general 
was in command of the Americans in Virginia ? How did La Fayette 
show ability ? What did Washington do ? Who commanded the 
French army that accompanied Washington ? What part did the 



THE HEVOLUTION IN THE SOUTH 



?4 



THE CLOSING YEARS OF THE REVOLUTION. 



191 




man 
was among 
those who ne- 
gotiated the peace on the part of America? 
What did Washington do when peace was made? 

I. The treason of Arnold. 
II. Cornvvallis and Greene in North Carolina. 

III. Greene reconquers the greater part of the 

three Southern States. 

IV. Cornwallis and La Fayette in Virginia. 
V. Siege and surrender of Yorktown. 

VI. The peace. 

In the year Benedict tried to betray 

to the English certain fortified posts on the 

River. In the year 1781 the English' under Tarle- 

ton were defeated by the Americans under ■ 

at , in South Carolina. Greene was defeated 

at Court-House, in North Carolina, by the 

English under . Cornwallis afterward moved 

into Virginia, and Greene reconquered all of the 

three Southern States except the three cities, 

in North Carolina, in South Carolina, and 

in Georgia. Cornwallis was besieged by the 

and Americans in in Virginia, and sur- 
rendered in October, 17 — . Peace was made at 
Paris in 17 — . 

a. The Highlands of the Hudson — their location. 
b. Describe the location of, or point out on the map, the 
Cowpens in South Carolina, and Hillsboro and Greens- 
boro in North Carolina, c. In what general direction 
would Cornwallis move in going from Wilmington in 
North Carolina to Yorktown in Virginia ? d. On what 
river is Yorktown ? In what direction from Chesapeake 
Bay ? From Norfolk ? 



French fleet take in the siege of 
Yorktown ? On what day did Corn- 
wallis surrender ? How did 
the English people feel about the 
war at this time ? What effect did 
the surrender of Cornwallis have ? 
In what year was peace made ? 
What did England recognize by this 
peace? What 
famous 



West Poii 

Ft.jyi6"^ntgo 

Ft.ci'intqn"^ 




Brooklyn 



REVOLUTIONARY POSTS IN THE HIGH- 
LANDS OF THE HUDSON AND THE LOWEB 
PART OF THAI RIVER. 



192 



INCIDENTS OF THE REVOLUTIONARY WAR. 



CHAPTER XXXII. 




ESEK HOPKINS, 
FIRST COMMANDER OF 
THE AMERICAN NAVY. 



Early achieve- 
ments of the 
Americans at sea. 




AMERICAN SEAMAN, 
1778. 

Captain Biddle's 
success. Paul 
Jones and the 
battle of the 
Bonhomme Rich- 
ard with the 
Serapis. 



Traits and Incidents of tFie Revolutionary War. 

At the outbreak of the Revolution the American 
colonies had no navy. It was quite impossible for 
them to form a navy that could contend with that 
of England, which was the best in the world. But 
the Americans of that time were a sea-coast people, 
who did nearly all their trading and traveling by 
water. They quickly fitted up some ships, that did 
good execution. At the outbreak of the war the 
American army lacked powder, arms, and clothing. 
While powder-factories were building, daring American 
seamen. North and South, put to sea and captured sup- 
plies of powder from British ships. In 1776, ten thou- 
sand suits of winter uniform, on their 
way to Burgoyne's army, were capt- 
ured. These were sent to clothe 
the destitute American soldiers. 
But the little navy rendered 
other and more important serv- 
ices. Captain Nicholas Biddle 
gained much renown by his 
brilliant successes in a small ' 
ship. John Paul Jones, a Scotch- 
man, had entered the American 
navy, and he soon proved himself one of the best sea- 
men and one of the most unconquerable fighters that 
ever sailed the sea. He scoured the English and Irish 
coasts — a terror to sea and land. In the Bonhomme 
Richard [bon-om rish-ar'] he encountered the English 




JOHN PAUL JONES. 



INCIDENTS OF THE REVOLUTIONARY WAR. 



193 




AN ENGLISH GRENADIER. 



man-of-war Ser'-a-pis, and, finding no other chance for 
victory, he ran alongside the enemy and lashed the two 
ships together. After a bloody battle, lasting two hours, 
the English ship surrendered. But the Bon- 
homme Richard was so badly cut 
to pieces that Jones was forced to 
transfer his crew to the Serapis, leav- 
ing his own ship to sink. 

A great deal of destruction was done 
to English commerce by privateers — ves- 
sels of war fitted out by private indi- 
viduals. The profits made, even by 
common seamen, from prizes taken in 
this kind of war, drew many men into 
it, and prevented enlistments in the army. 
There was always a difficulty about raising soldiers, 
because the troops suffered much from a scarcity of 
the necessaries of life. Then, too, a private soldier in 
that day was liable to punishment by flogging and other 
degradations not relished by most Americans. But 
many of the people were always ready to fight in an 
irregular way. The armies were often broken, but the 
people were not subdued. The farmer-militia usually 
wore brown tow-shirts and carried long fowling-pieces. 
Their ammunition was carried in a powder-horn and 
shot-bag. 

Bayonets were often lacking. At the battle of Sara- 
toga one of the divisions of the Americans had but 
one bayonet to every three men. It is said that they 
often put one bullet and two buck-shot in a gun together. 
There were many men among the Americans whose 
aim was very deadly. The riflemen from the frontier 




AMERICAN MARINE, 1776. 

American priva- 
teers. 



The American 
militia. 




REVOLUTIONARY 

POWDER-HORN AND 

CANTEEN. 



Arms of the 
Americans and 
cheir mode of 
fighting. 



194 



INCIDENTS OF THE REVOLUTIONARY WAR. 




AN AMERICAN RIFLEMAN. 

FROM A PRINT OF 

THE TIME. 

Sufferings of the 
American sol- 
diers. 



Weakness of the 
Anr.erican gov- 
ernment during 
the Revolution. 




A SOLDIER OF THE 

CONGRESS. FROM A 

DRAWING BY A GERMAN 

OFFICER AT THE TIME. 



were capable of incredible accuracy in shooting. 
Double-barreled guns were almost, though not quite, 
unknown at that time. The percussion-cap had not yet 
been invented, but the old firelocks, touched off by a 
burning fuse, had all disappeared. The small-arms were 
probably all flint-locks — guns and pistols that were set 
off by a flint striking a piece of steel. There were no 
breech-loaders and no revolvers. Firing was much 
slower and less effective than now. The bayonet was 
more important then than in recent warfare. 

The American troops suffered extreme hard 
ships. The paper money issued 
by Congress to pay the soldiers 
declined in value until it was almost 
worthless. In more than one campaign the 
barefoot soldiers left blood on the ground 
when they marched. To relieve the neces- 
sities of the soldiers, patriotic women collect 
ed blankets and sent them to the army. 

When the Revolution broke out there 
were nearly three millions of people in the 
American colonies. During the war the 
population increased, and, notwithstanding 
the interruption of business and the destruction of prop- 
erty, the wealth also increased. The loss of credit and 
the inefficiency and suffering of the army were principal, 
ly due to the weakness of the government. There were, 
indeed, thirteen governments, bound together very loose- 
ly. Congress had no way of making each State pay its 
proportion of the expense of the war, and so one State 
waited for another. It was not until some years after 
the peace that a strong government was formed. 




AN AMERICAN MAJOR- 
GENERAL. FROM A 
PRINT OF THE TIME. 



INCIDENTS OF THE REVOLUTIONARY WAR. 



195 



What kind of a navy was that of England at the outbreak of the 
American Revolution ? What had the Americans to put against it ? 
Could they hope to build one that would equal it ? How did the Ameri- 
cans do their trading and traveling in that time ? What did they do in 
regard to ships ? What did the army lack ? How was this in part sup- 
plied ? What is said of Captain Nicholas Biddle ? What kind of 
a seaman was John Paul Jones ? What was the name of the ship in 
which he fought with the Serapis ? In what position were the ships 
during the fight ? What was the result of this desperate fight ? What 
became of the Bonhomme Richard ? What is a privateer? What 
was accomplished by the privateers during the Revolution ? Why did 
many men prefer sailing in privateers to enlisting in the army ? 

What was the chief cause of the difficulty in raising troops ? How 
were the people ready to fight ? What did the militia usually wear ? 
What arms did they carry ? How did they carry their ammunition ? 
What is said of the supply of bayonets ? What is said of their aim ? 
What of double-barreled guns ? How were the guns set off at that time? 
Were there any breech-loaders and revolvers ? What is said of the use of 
the bayonet ? What can you tell of the hardships suffered by the troops ? 
What was done to relieve the necessities of the soldiers ? How 

many people were there in the colonies when the Revolution broke out ? 
Did the population increase during the war ? What was the cause of the 
loss of credit and the suffering of the army ? How many governments 
were there ? Was there any strong central government during the war ? 

I. By sea. 

1. Capture of supplies. 

2. Captain Nicholas Biddle's brilliant successes. 

3. John Paul Jones's exploits. 

4. Privateers. 
II. War on land. 

1. Irregular militia; their equipments and modes of fighting. 

2. Fire-arms and sharp-shooting. 

3. Hardships of soldiers and their relief. 
III. The government. 

1. Population. 

2. Weakness of the government. 



Questions for 

study. 




ISRAEL PUTNAM, 
V NOTED GENERAL IN 
THE REVOLUTION. 



Study by topics. 




REVOLUTIONARY MUSKET CALLED " BSOWN BESS, 



14 



196 



REVIEW OF THE AMERICAN REVOLUTION. 



Government of the colo- 
nies. (XXV.) 



Early struggles for lib- 
erty in the colonies. 

(XXVI.) 



FOURTH REVIEW.— THE AMERICAN REVOLUTION. 

Chapters XXV to XXXII. 

^ Royal governments. 
I Charter governments. 
-< Proprietary governments. 

Colonial Legislatures. 

Commercial laws made in England. 

Rebellion against Harvey in Virginia, 1635. 
Bacon's rebellion, 1676. 
Massachusetts contends for its charter. 
Rebellion against Andros, 1688. 
Connecticut charter hid in an oak. 
Leisler's rebellion in New York. 
Government overthrown in South Carolina. 
Legislatures resist the governors. 

' General causes of discontent. 
The Writs of Assistance, 1761. 
The Stamp Act, 1765. 
Its repeal compelled, 1766. 
The tax on tea opposed. 
The Boston Port Bill. 
A Congress called, 1774. 

The first collision at Lexington, 1775. 
The battle of Bunker Hill. 
Washington appointed commander. 
Boston evacuated. 
Independence declared, 1776. 



Causes of the Revolution. 
(XXVII.) ^ 



The war begun. 

(XXVIII.) 



Battles about New York 
and in New Jersey. 

(XXIX.) 



Burgoyne's campaign. 

(XXIX.) 



Battle of Long Island. 
Washington retreats to Pennsylvania. 
Capture of Trenton. 
[ Battle of Princeton. 

Burgoyne comes through the lakes, 1777. 
Fall of Ticonderoga. 
Burgoyne reaches the Hudson. 
Hessians defeated at Bennington. 
Burgoyne defeated at Bemis Heights. 
Surrenders his army. 



REVIEW OF THE AMERICAN REVOLUTION. 



J97 



The war about Philadel- 
phia. (XXX.) 



Battle of the Brandywine, 1777. 
Battle of Germantown. 
Winter at Valley Forge. 
Arrival of La Fayette and others. 
Alliance with France, 1778. 
British retreat from Philadelphia. 
Battle of Monmouth. 



Georgia and South Caro- 
lina overrun. (XXX.) 



British take Savannah, 1778. 

Attempt to retake it, 1779. 

Charleston surrenders, 1780. 

Gates defeated at Camden. 

Sumter and Marion keep up resistance. 

Arnold's treason and death of Andre, 1780. (XXXI.) 

f Battle of the Cowpens, 1781. 
Greene at the South. ^ g^^^j^ ^^ ^^.^^^^^ Court-House. 
(XXXI.) 1^ jyj^g^ qJ- ^j^g gQij^}^ recovered. 

Cornwallis in Virginia, 1781. 
Surrender of Cornwallis at Yorktown. 
(XXXI.) I Preliminaries of peace, 1782. 

^ Washfhgton retires to Mount Vernon, 1783. 



Close of the war. 



The war at sea. (XXXII.) 



American militia. 

(XXXII.) 



Difficulties. (XXXII.) 



First captures at sea. 
Paul Jones takes the Serapis. 
1^ Destruction by privateers. 

{Irregular soldiers. 
Their arms and accoutrements. 
Their mode of fighting. 

r Sufferings of Anrierican soldiers. 
-\ Lack of money. 
1^ Weakness of the government. 



CHAPTER XXXIII. 
The Adoption of the Constitution. 

At the be^innins^ of the Revolution the different New state consti- 

° _ tutions adopted 

colonies were governed under charters of one kind or during the war. 
another from the king, as we have seen in Chapter 



The Articles of 

Confederation 

adopted. 



Meeting of the 

Constitutional 

Convention. 



The Constitution 
adopted by the 
States. 



1q8 the adoption of the constitution, 

XXV. After the war began, the most of them adopted 
constitutions which established governments very much 
like those they had been accustomed to. The chief dif- 
ference was, that the authority of the king was not rec- 
ognized in the new government. 

The Congress of the Colonies was as yet only a con- 
gress of men representing thirteen different allied coun- 
tries, for each State assumed to act as an independent 
nation. A confederation was therefore proposed, w^hich 
combined all the States into one government for purposes 
of war and the regulation of commerce. The Articles of 
Confederation were not accepted by all of the colonies 
until 1 78 1. This confederation left each State independ- 
ent in the matter of taxes. Much of the suffering of 
the American army during the Revolution came from 
the lack of power in Congress to levy a tax without the 
assent of the several States. The largest States had but 
one vote apiece in Congress ; the smallest had the same. 
This made a wretchedly weak government, which was 
soon held in contempt at home and abroad. 

But this weak government continued for several 
years after the close of the Revolution, until it became 
unbearable. In 1787 a convention met in Philadelphia, 
to form a constitution better suited to give strength to 
the nation. George Washington, who had retired to pri- 
vate life when the war was over, was chosen president of 
this convention. 

The Constitution adopted by this convention, which, 
with a few amendments, is the one we now live under, 
was not to go into force until nine States had adopted it. 
There was a strong party opposed to the Constitution, 
and it was not until June, 1788, that the ninth State voted 



THE ADOPTION OF THE CONSTITUTION. 



199 



to adopt it. Rhode Island was the last of the thirteen 
to accept it, which it did in 1790. 



Under the old confederation, the execution of the acts Three depart- 

F the 
govern- 



of Congress was intrusted chiefly to committees of its Federal 



own members. But the new Constitution made an almost '"^"^' 
complete separation of the government into three parts, 
each of which is confined to its own duties. 

First, the legislative, or law-making, department is The legislative 

department. 

called in the Constitution " the Congress." It includes 
two bodies — a House of Representatives, chosen by the 
people, and a Senate, chosen by the Legislatures of the 
several States. In the House of Representatives the 
States have a greater or less number of members, accord- 
ing to their population. In the Senate each State has 
two members. A bill must get a majority of votes in 
both the House of Representatives and the Senate, in or- 
der to become a law. It must also be approved by the 
President. But, if the President refuses to sign it, then 
two thirds of both the Senate and the House may pass it, 
and it becomes a law in spite of the President's veto. 

Second, the executive department, which consists of The executive 

department. 

the President (and those appointed under him). The 
President is chosen for four years. He is commander- 
in-chief of the army and navy. He appoints all the chief 
executive ofificers, with the consent of the Senate. In 
case of the death of the President, the Vice-President 
takes his place. 

Third, the judicial department consists of the Su- The judicial 

department. 

preme Court of the United States and such lower 
courts as Congress may establish. The President ap- 
points the judges of the United States courts, with the 
advice and consent of the Senate. 



200 



THE ADOPTION OF THE CONSTITUTION. 



The division of It is a great advantage of our system of government 

power between i • r , i • r i i i 

the several States that law-making for the regulation oi morals and the 
states.^ "' ^ ordinary business of life is left to the States, so that the 
people of each region can have laws suited to their neces- 
sities. It is also a great source of strength that the gen- 
eral concerns of the whole country — the money, the for- 
eign commerce, treaties with foreign nations, and affairs 
of war and peace — are settled by the central government 
of the whole country. 

Before the Revolution, the Episcopal Church of Eng- 
land was established in the Southern colonies, while the 
Congregational churches were supported by law in all 
the New England colonies except Rhode Island. During 
the Revolution, Thomas Jefferson led a movement in 
favor ot religious freedom. Now there is no religious 
establishment in any part of the country, but all are free 
to worship in their own way. The Constitution provides 
that Congress shall not interfere with religious freedom, 
or with the freedom of speech or the freedom of the 
press. 



Freedom of re- 
ligion, of the 
press, and of 
speech. 



Questions for 
study. 



How were the colonies governed when the Revolutionary War broke 
out ? What did most of them do after the war began ? Were the new 
governments founded by the State constitutions like or unlike the old ones ? 
What was the chief difference between the old governments under the 
charter and the new ones under the vState constitutions ? What did 

the first Congress represent ? How did each State assume to act ? 
What was done to combine the States into one ? For what purposes was 
this combination formed ? In what year were the Articles of Confedera- 
tion accepted by the last of the colonies? Under this confederation, 
how were taxes to be raised ? What was the cause of much of the suf- 
fering of the American army during the war? How many votes did 
each State have in Congress ? Was there any difference in favor of the 
larger States ? What kind of government was the confederation ? How 
was it regarded at home and abroad ? Did this government con- 

tinue after the close of the Revolution ? In what year was a convention 



THE ADOPTION OF THE CONSTITUTION. 



201 



called to adopt a new Constitution ? In what city did the convention 
meet? Who was President of the Constitutional Convention of 1787? 

How many States were obliged to adopt the Constitution before it 
could go into force? Was there any opposition to the Constitution? 
When did the ninth State adopt it ? To whom was the execution 

of the acts of Congress intrusted under the old confederation ? Into how 
many departments did the new Constitution separate the government? 

What is the legislative department of the government called ? How 
many " houses," or separate bodies, are there in Congress? What are 
they called ? In which house do the States have representatives accord- 
ing to their population ? How many senators are allowed to each State? 
How does a bill pass into a law? After a bill has passed both houses of 
Congress by a majority of votes present, what is necessary to make it a 
law ? If the President vetoes an act by refusing to sign it, how may it 
still become a law ? Who is the head of the executive depart- 

ment of government ? For how long a term is a President chosen ? 
What is his relation to the army and navy ? Whose consent is neces- 
sary when the President appoints important executive officers ? When 
the President dies, who takes his place ? What is the third de- 

partment of the government called? Of what courts does it consist? 
How are the judges in these courts appointed ? How are laws re- 

lating to the ordinary business of life made under our system of govern- 
ment ? Why is this an advantage ? Mention some of the things com- 
mitted to the central government of the whole country ? What 
form of religious worship was established by law in the Southern colonies 
before the Revolution ? What form of worship was established in New 
England ? Who led a movement in favor of religious freedom ? Is 
there any religious establishment in any part of the United States now ? 
What does the Constitution provide regarding religious freedom ? What 
two things besides religion are to be free under the Constitution ? 



I. The new State Constitutions. 
II. A confederation formed. 

III. The Federal Constitution adopted. 

IV. Three departments of the government under the Constitution. 

1. The legislative department. 

2. The executive department. 

3. The judicial department. 

V. The State and Federal governments. 
VI. Religious freedom, tree speech, and a free press. 



The legislative ^ ^ makes 

The executive V department -I executes 

The judicial J |^ decides questions relating to 



laws. 



Study by topics. 



Blackboard. 




GEORGE WASHINGTON. 

FROM A PAINTING BY GILBERT STUART. 

202 



THE NEW REPUBLIC AND ITS PEOPLE. 203 

CHAPTER XXXIV. 
The New Republic and its People. 

When the Constitution was adopted, a new nation Washington 

elected first 

was formed out of thirteen States, which before that time President, 
had been almost independent of one another. There 
was now to be chosen a President of this new nation, 
and the whole country turned its eyes to one man. 
General Washington, who had been for five years living 
quietly on his plantation at Mount Vernon, was the only 
person thought of for President, and he was elected 
without a rival. John Adams was chosen Vice-President. 

Washington was inaugurated President of the United Washington 

inaugurated, 

States in the city of New York, which was then the seat 1789- 
of government, on the 30th day of April, 1789. 

The country, when Washington became President, Population of the 

country at the 

contained less than four millions of people. The single beginning of 

_, __ . , 1-1 1 Washington's 

State 01 New York has a larger population than the administration, 
whole country had in Washington's time, and Pennsyl- 
vania also has more, while Ohio and Illinois have each 
nearly as many. The census taken in 1890 shows that in 
one hundred years the population of the United States 
has increased to nearly sixty-three millions, or about 
sixteen times as many as there were when the first 
census was taken, in 1790. 

The three or four millions of people in America, when Population most- 

, 1 /~( • • 1 1 o • 1 1 'y along the sea- 

the Constitution made the States one nation, were settled coast, 
chiefly along the Atlantic coast. The center of popula- 
tion was east of Baltimore, on the eastern shore of the 
Chesapeake Bay. This shows how closely the people 
clung to the sea, which was almost the only great high- 



204 



THE NEW REPUBLIC AND ITS PEOPLE. 



Modes of travel 
sailing-vessels 
and stage- 
coaches. 



way of their commerce. In traveling up into the coun- 
try, one found the population becoming more sparse, and 
the houses generally mere cabins. By the time one 
reached the Alleghany Mountains, there was an end of 
settlements. All to the west of the mountains was a 
wilderness, filled with hostile savages and wild beasts, 
except the little pioneer settlements in Kentucky and 
Tennessee. The western line of the territory of the 
United States was the Mississippi River, but the un- 
broken forests and prairies of that region seemed about 
as far away as the interior of Alaska does to-day. 

The people of the first years of the republic had 
neither railroad nor steamboat. One of the commonest 
modes of travel from one town to another was by sailing- 
packets. When one set out, it was impossible to foretell 
the length of the voyage ; all depended on wind and 
weather. Stage-wagons were also run between the 
larger towns. It took six days to make the journey 
from Boston to New York, and two or three to get 
from New York to Philadelphia. A journey required 
as many days then as it does hours now. 

Many travelers made journeys in their own coaches 
or in light two-wheeled vehicles. The ferries were a 
terror to these. Large rivers were usually crossed in 
rude scows, and not without danger, but at some places 
it was necessary to swim the horses over and float the 
carriage at the stern of a canoe. 
Horseback trav- Probably the most comfortable of all modes of travel 

eling. The 

American natural at thc time was that of riding on horseback. The 

*'^"'^' " natural pacer," of Virginia, and the " Narragansett 

pacer," of Rhode Island, were highly prized, and were 



Travel by private 
vehicles. The 
ferries. 



THE NEW REPUBLIC AND, ITS PEOPLE. 



205 



matters of wonder even in Europe. Two people often 
traveled with one horse. The first rode ahead and tied 
the horse by the road ; the second, when he came up, 
rode on past his companion and in turn tied the horse 
and left him for the other. This was called " traveling 
ride and tie." 

When Washington became President, all the chief Badness of the 

roads generally. 

towns were on the sea-coast, or on the tide-water of the The great wagon- 
traffic in Penn- 
rivers, except Lancaster, in Pennsylvania. Outside of syivania. 

that State, the roads were so bad that a large trading- 
town was not possible away from water conveyance. 
The interior trade of Pennsylvania was carried on in 

great wagons, known as 




Conestoga wagons, each drawn by six or eight stout 
horses. There were ten thousand or more of these 
wagons running out of Philadelphia The wagon-trade 
with the interior made Philadelphia the chief town of 
North America Trade with remote districts of the 
country was still carried on by means of pack-horses 
and bateaux, or small boats. 

There was not much letter-writing then, and the carrying the 
mails were carried mostly on horseback, with little regu- 



2o6 



THE NEW REPUBLIC AND ITS PEOPLE. 



Education. 



SINGING WITH THE HARPSICHORD 
AND FLUTE 



Science, litera- 
ture, and art. 



larity and no speed, so that news sent by mail almost 
became history by the time it reached the reader. The 
newspapers were published weekly, and were slow with 
their news and rather dull in their comments. 

There were schools in all the leading towns and cities. 
In New England there were schools in almost every 
township. But there was no public-school system like 
that which prevails at present. The schools were, for 
the most part, poor ; the discipline in them 
was severe, and sometimes brutal. Boys 
were taught to read and write, and 
sometimes to " cast accounts." Girls 
learned to read, sometimes also to 
write. But needle-work and fancy- 
work were thought more appropri- 
ate to them. The oldest college in 
the country was Harvard, at Cam- 
bridge, Massachusetts. The next old- 
est was the college of William and Mary, at Williams- 
burg, the capital of Virginia. Yale College, in New 
Haven, was the third in age. There was also a col- 
lege in New York, one in Philadelphia, and another in 
Princeton, New Jersey. 

For a long time after the colonies were settled there 
had been little that one could call literature or art or sci- 
ence. People that are busy in cutting down forests and 
building new towns have no time to write books or paint 
pictures. The early books were almost all on politics or 
religion. But in the fifty years before the Revolution 
there came to be a considerable interest in science and 
literature. One American, Benjamin Franklin, became 
famous in Europe as well as in America by his great dis- 




THE NEW REPUBLIC AND ITS PEOPLE. 



207 



covery that the Hghtning of the clouds was but ordinary 
electricity. Franklin was also an admirable thinker and 
writer on many subjects, and one of the greatest men 
of his century. Three Americans, Copley,^ West, and 
Stuart, gained reputation in England as painters, but 
America could furnish only a slender support to artists. 




f Who Questions for 

was ^^"'^y- 

chosen 

rst Presi- 

Was 

any op- 



position to Wash- 
ington's election ? 
Who was elected 

Vice-President? Where was Washington in.augurated ? In what year? 
How many people did the United States contain when Washington 

was inaugurated ? Which of the States contains more people to-day 



2o8 



THE NEW REPUBLIC AND ITS PEOPLE. 











The smaller square 

represents the population 

of the 

United States in 1790, 

3,929,214, 




The larger square 

represents the population 

of 

New York in 1890, 

5,997,853. 









than the whole country did in Washington's time ? How many people 
did the eleventh census, taken in 1890, show ? This is how many times 
the population of 1790? In what region were these three or four 

millions of people that formed the population settled when the Constitu- 
tion was adopted ? Where was the center of population ? What was 
almost the only great highway of commerce ? What did one find in 
traveling up into the country ? Where was there an end of settlements ? 
Were there any settlements west of the mount- 
ains ? Where ? What was the western line of 
the territory of the United States? How far away 
did the forests and prairies on the Mississippi seem ? 
What familiar modes of travel in our time were 
wanting in the first years of the republic ? What 
was one of the commonest modes of travel from 
one town to another ? On what did the length of 
the voyage depend ? How long did it take to go 
from Boston to New York by stage ? From New 
York to Philadelphia? How did many trav- 

elers make journeys ? How were large rivers usu- 
ally crossed ? But what ruder ways of getting a 
horse and carriage across a river prevailed in some places ? What was 
probably the most comfortable of all the modes of travel at this time ? To 
what country was the horse that ambled naturally peculiar? How were 
these natural pacers regarded in Europe ? Where were the chief 

towns situated in Washington's time ? What town was an exception to 
this? Why were large trading-towns not possible away from water-car- 
riage in any State but Pennsylvania? How was the interior trade of Penn- 
sylvania carried on ? How many Conestoga wagons were employed in 
the trade of Philadelphia ? What made Philadelphia the chief town of 
North America at that time ? How were the mails mostly carried 

at that time ? How often were newspapers printed ? What was their 
general character ? Were there schools in those days ? What 

is said of schools in New England ? What was the character of the 
schools ? What were boys taught ? What education was given to 
girls? Which was the oldest college in the country? What college 
was next in age ? Which was third ? Why was there little that 

could be called literature or art for a long time after the settlement of 
the colonies ? What were the early books mostly about ? At what time 
did there come to ^c a considerable interest in science and literature? 
What American gained a world-wide fame for a great discovery? What 
did he discover? What Americans had gained fame in England as 
painters ? 



THE NEW REPUBLIC AND ITS PEOPLE. 



209 



I. Election and inauguration of Washington. study by topics. 

II. Population of tlie country, i. Number. 2. Distribution. 

III. Modes of travel, i. By water. 2. By stage. 3. By private car- 

riage. 4. On horseback. 

IV. Mail-carrying. 
V. Colleges. 

VI. Literature and art. 



CHAPTER XXXV. 
Home and Society in WasFiington's Time. 

Not only did the people of the United States, in the Lack of modem 
time of President Washington, have no railroads and no 
steamboats, but they lacked a great number of other con- 
veniences. Telegraphs and telephones were unknown. 
Electric lights are an invention of our own time, but our 
ancestors did not even have gas or kerosene-oil. Lamps 
of any kind were almost unknown ; houses were lighted 
with tallow-candles, though some of the people made 
candles of a green wax derived from the berries of the 
wax-myrtle tree. The poorest people burned a wick in 
a vessel containing a little grease, or lighted pieces of 
pitch-pine on the hearth. With such lights, it was no 
great virtue that they went to bed early. Even the 
streets of large towns were lighted with dim lanterns. 
Stoves for heating were almost unknown ; those for 
cooking were not yet dreamed of. Wood was the only 
id in houses. Blacksmiths burned charcoal. 
ire were few mines and very few manufactures. Life among the 



or flax was prepared and spun at home, and then *'"'"^"" 
n into plain homespun cloths for men's and women's 
. The greater part of the people were farmers, and 



210 HOME AND SOCIETY IN WASHINGTON'S TIME. 

the farmer rarely spent money. What his family ate and 
wore was produced at home. The rough shoes worn in 
winter were, perhaps, bought of a neighboring cobbler, 
but they were sometimes made at home. The children, 
and, in many cases, the parents themselves, went barefoot 
in summer. Many plows, wagons, and sleds were made 
on the farm. In many parts of the country the plow was 
unknown, and the pack-horse or rude sledge took the 
place of the wagon. The farming was generally of the 
roughest kind, but the land was new and fertile. 
Habits of the Thcrc wcrc many backwoodsmen who had a dress of 

backwoodsmen. _ _ 

their own. They wore loose hunting-shirts of deer-skm 
or homespun, a fur cap, moccasins, and buckskin leggins. 
These woodsmen lived by hunting, by trapping, by pol- 
ing boats and driving pack-horses, by small Indian trad- 
ing, and sometimes by petty farming. Until after the 
Revolution, mechanics and workingmen wore leathern 
breeches. 

Negro slaves. Qf the nearly four millions of people in the United 

States in 1790, about one seventh were negro slaves. 
These slaves were found in every State except Massa- 
chusetts and Maine, which was then a part of Massa- 
chusetts. But they were few in the Northern States. 
Of the Northern States New York had the most slaves — 
more than twenty thousand. Nearly seven eighths of all 
the slaves were in Maryland, Virginia, and the two 
Carolinas. These were the lands of tobacco, indigo, and 
rice culture. 

Traits of life at j^ thcsc Statcs couutrv life preserved aristocratic 

the South. -^ 

forms. Here, until after the Revolution, the oldest son of 
the family usually inherited the land, according to the 
custom of the old English law. Some of the great plant- 



HOME AND SOCIETY IN WASHINGTON S TIME. 



211 



ers lived like nobles. They were accustomed to manage 
public affairs, and from this class came some of the most 
eminent statesmen of the period following the Revolu- 
tion. Virginia was called " the Mother of Presidents." 
But the poorer people at the South had little or no 
chance for education, and were generally rude and illit- 
erate. There were few towns in the Southern States, 
very few mechanics, and little of the ship-building and 
manufactures that were soon to make New England 
rich. But in Washington's time the Southern States 
were the richest as well as the most populous. If they 
had but little town life, there was much social gayety 
in the plantation-houses. 

The so-called cities of the United States, at the time 
of the adoption of the Constitution, were only what 
would now be counted towns of moderate size. But in 
each of these little capitals there was an aristocracy that 
affected the style and fashion of the English gentry. 
Gentlemen and ladies gathered at fashionable houses in 
the afternoon, and spent the time in talking, and sipping 
tea from dainty little china cups. Sometimes large par- 
ties rode down to a public garden in the country, or a 
tavern by the sea-side, to drink tea. In most of the chief 
towns there were held once in two weeks " assemblies," 
or balls. At these assemblies there were stately minuets 
and country-dances, and much money was lost and won 
at card-tables in a room prepared for fashionable gam- 
bling, which was then one of the recognized amusements 
of good society. 

About the time of the Revolution gentlemen wore 
their hair long, and powdered it white. Ladies dressed 
their hair in a lofty tower. One fine lady of the time 
-15 




HAT WORN IN 
WASHINGTON'S TIME, 

Society in the 
cities. 




HIGH HEAD-DRESS 
OF THE TIME. 



212 HOME AND SOCIETY IN WASHINGTON S TIME. 

Costume in paid six hundred dollars a year to her hair-dresser. 

Washington's /^ ^ hit i • i i ^ 

time. (jentlemen, as well as ladies, wore bright colors and a 

variety of rich fabrics, so that a fashionable assembly pre- 
sented a gay appearance. 

Comparative dis- gyf vvith all this ffavetv in the upper ranks of society, 

comfort of the _ ' & J J t^r J' 

life of the time, life was Icss comfortablc then than now. The common 
people lived hardly, with few comforts and fewer luxu- 
ries. Even the rich, with all their loaded tables and fine 
show, lacked the substantial comforts of our modern life. 
There was more drinking to excess then, and there was 
less refinement in speech and manners, than there is now. 



Questions for Name some of the conveniences for traveling about in our time which 

^^" ^' the people of Washington's time lacked. What means of lighting our 

houses have we which they had not .'' How did they light their houses 
after dark.^ What kind of wax did they sometimes make candles of .!* 
What did the poorest people have ? What is said of stoves for heating ? 
What of cooking-stoves ? What kind of fuel did they use ? What did 
blacksmiths use.' What is said of mines and manufactures in 

that day ? Where did the people get cloth for their clothes ? What 
was the chief occupation of the people at that time ? Why did the farmer 
spend little money.? What is said of shoes.? Where did the farmer get 
his plows and wagons ? Was the plow everywhere in use ? What took 
the place of the wagon in many parts of the country ? What was the 
general character of farming ? How did the frontiersman dress ? 

What pursuits did the backwoodsman follow ? What was the peculiarity 
of the dress of a mechanic or workingman in the days following the 
Revolution ? What portion of the population of the United States 

was composed of slaves in 1790? Where were they found.? What 
Northern State had the most slaves ? In what four States w^ere seven 
eighths of the slaves found ? What crops were grown in these States ? 
What was remarkable in the life of the four States in which vvere 
the most slaves ? How was the landed property inherited ? How did 
the great planters live ? To what were they accustomed ? What kind 
of men were some who came from this class? What was the condition 
of the poorer people in the Southern States ? What is said of towns 
in the Southern States? Where was there m.uch social gayety ? 
What sort of places were the American cities in the time of Washing- 
ton ? What is said of fashionable society in each of these towns ? What 



HOME AND SOCIETY IN WASHINGTON S TIME. 



213 



of the tea-parties? What can you tell about the assemblies? What 
were the two chief amusements at these balls ? How did gentle- 

men wear their hair about the time of the Revolution ? How did ladies 
dress their hair? What is said of the colors worn at that time? 
What is said of the comfort of the modes of living at that time? 
What was the state of morals as compared with the morals of our time ? 
How did our forefathers compare with people of our time in refinement 
of speech and manners ? 

I. Lighting and warming of houses. Study by topics, 

n. Dress and habits. 

1. Of farmers. 

2. Of backwoodsmen. 
HI. The prevalence of slavery. 

IV. Society in the States having the most slaves. 
V. Society in town. 
VI. Fashionable dress. 



CHAPTER XXXVI. 
Washington's Presidency, from 1 789 to 1 797. 

In 1791 the capital of the country was removed to Removal of the 

Philadelphia, to remain there until it should be perma- vo^rk to phiiadei- 

nently fixed on the Potomac. President Washington ^^'^' ^^^^' 
lived in Philadelphia, and there Congress held its ses- 
sions. 

Washington was elected by the unanimous vote of Washington not 

a partisan. 

the country, and he was re-elected in 1792 without oppo- 
sition. He kept himself aloof from political parties, and 
tried to be impartial. But his preference for a strong 
central government attached him rather to the party 
called Federalist than to its opponents. 

The Federalist party had first taken its name in the The Federalist 

party. 

Struggle to secure the adoption of the Constitution which 
that party favored. Federalists were generally in favor 



214 Washington's presidency. 

of strengthening- the central government. They also 
liked to see the government conducted with some pomp 
and ceremony, after the English way. The Federalist 
party was strong in the cities, and among people of 
wealth and those devoted to commerce. Such people in 
that day were generally aristocratic in their feelings, and 
leaned to English ways. In the war between England 
and France the sympathies of the Federalists were in 
favor of England and against France. 
The Republican The party opposed to the Federalists was called at 

party. 

first the Republican and afterward the Democratic party. 
(It is not to be confounded with the Republican party of 
our time.) The members of this party were afraid that 
the central government would grow too strong, and per- 
haps overthrow the liberties of the people. They wished 
to increase the power of the States and diminish that of 
the United States. They cherished ideas of individual 
liberty and equality, and were afraid of an aristocracy. 
The old Republican or Democratic party of that day 
sympathized with France, which had, in the great Revo- 
lution of 1789, overthrown the monarchy and set up a 
republic, and the Republicans disliked England. Many 
of them at one time showed their partisanship by 
wearing the tricolored cockade worn by republicans in 
France. The Republican party in America wished to 

, bring in republican manners and simple tastes, and they 

objected to the stately ceremonies which Washington 
and the Federalists liked. 

Hamilton and The great Icadcr of the Federalists was General Alex- 

Jefferson the . _ ... 

great party andcr Hamilton, who did everything in his power to 
strengthen the government of the United States. The 
Republican* were led by Thomas Jefferson, the author of 



WASHINGTON S PRESIDENCY. 



215 



the Declaration of Inde- 
pendence. Hamilton was 
Secretary of the Treas- 
ury and Jefferson was 
Secretary of State in 
Washington's first cab- 
inet, so that both par- 
ties were represented in 
the cabinet at the same 
time, a state of things seldom 
seen nowadays. 

During Washington's 
administration there be- 
gan those troubles with the 
Indian tribes which have 
plagued the government 
and the people of the front- 
iers from that day to this. 
The English government 
refused to surrender forts 
which it held among the 
Indian tribes in what is 
now Ohio, and encouraged 
the savages to hostilities. 
There arose in consequence 
a most deadly and cruel 
war between the white set- 
tlers in Kentucky and the 
tribes living on the north side of the river. More than 
fifteen hundred Kentucky settlers had been killed in 
seven years, and very many carried away into a cruel 
captivity. The horrible slaughters of men, women, and 



Alexander Hamilton. — This great 
man was born in the Island of Nevis, in 
the West Indies, in January, 1757. His 
father was poor, and he was put into a 
counting-house. At fifteen years of age 
he wrote for the " St. Christopher's Ga- 
zette " an account of a hurricane that had 
just desolated the Leeward West India 
Islands. The remarkable ability of this 
description attracted the attention of the 
chief men of the place, and the boy was 
sent to the American continent to be 
educated. In 1774, when but seventeen 
years of age, while a student in King's 
College (now Columbia College), in New 
York, he made a speech on the Revolu- 
tionary side at a great meeting in the 
fields, which at once stamped him as a 
wonderful youth. He also wrote sever- 
al anonymous pamphlets that attracted 
great attention, and were attributed to the 
leading men of the party. In 1776, when 
he was but nineteen, he took command 
of an artillery company, and so distin- 
guished himself at the battle of White 
Plains and in the retreat across New Jer- 
sey that Washington put him on his own 
staff. He was employed by Washington 
in many delicate and confidential mis- 
sions, and he distinguished himself in 
more than one battle. He led the as- 
sault on one of the British outworks at 
Yorktown. His great work lay in his 
efforts to persuade the American people 
to adopt the Federal Constitution, by 
which the national existence was firmly 
established. As the first Secretary of 
the Treasury, he held Congress firmly 
to the duty of paying every dollar of the 
national debt at its face. He also pre- 
vailed on Congress to adopt the debts 
incurred by the States in carrying on the 
war, and he thus established the credit 
of the nation. He retired from office on 
account of poverty, but his law practice 
was afterward very profitable. He was 
killed in a duel with Aaron Burr in 1S04. 




ALEXANDER HAMILTON. 



Indian troubles 
at the West. 



210 



WASHINGTON S PRESIDENCY. 




Harmer's defeat, 
1790. 




KENTUCKY CAPTiVES. 



GENERAL 8T. CLAIR. 



children in Kentucky gave 
that State the name of " the Dark and Bloody Ground." 

General Harmer was sent against the Indians in 1790, 
but from carelessness on his part, and a lack of discipline 
among his troops, the white soldiers were cut to pieces 
by the savages under Little Turtle. 

General St. Clair was sent against these same Indians 
in the following year. He allowed himself to be sur- 
prised by Little Turtle and a strong force of Indians, 
who routed and almost ruined his army. The Indians 



WASHINGTON'S PRESIDENCY. 



217 



butchered the wounded with the most brutal cruelty st. ciair-s de- 

feat, 1791. 

while St. Clair's army was in flight. 

Washinp^ton was greatly distressed at this defeat, wayne-s victory 

° " -^ on the Maumee, 

He now selected General Wayne, who had gained dis- 1794- 
tinction in the Revolution, and whose courage was 
such that he was called " Mad Anthony Wayne." But 

he was as prudent as he 
was brave. The Indians 
called him " The Black 
Snake," and they also 
called him " The Chief 
who never Sleeps." 
After trying in vain 
to make peace with 
the Indians, Wayne 
attacked and de- 
feated them, driv- 
ing them from their 
hiding-places by a bay- 
onet-charge. This bat 
tie was fought in 1794, on 
the banks of the Maumee 
River, in northern Ohio. 
It brought peace to the 
frontier for a while. 
There was about this time a rebellion in western The whisky 

rebellion, 1794. 

Pennsylvania, known as " the Whisky Insurrection." 
The people of western Pennsylvania raised Indian corn. 
The roads over the mountains were such that they could 
not well haul this corn to market, so they fell to making 
it into whisky, in which shape it was less bulky and 
more easily carried. The new United States tax on 



Anthony Wayne. — General Wayne 
was born in Chester County, Pennsylva- 
nia, in 1745. He early showed a fond- 
ness for military life. He received a 
good education for the time, and became 
a land-surveyor. During the troub- 
lous times of 1774 and 1775 Wayne de- 
voted himself to drilling military com- 
panies in his own county. He entered 
the army as colonel in 1776, and distin- 
guished himself in many actions. His 
most notable exploit, perhaps, was the 
storming of Stony Point, on the Hudson. 
This formidable work he carried at mid- 
I niglit by a bayonet-charge, the soldiers' 
guns being empty. He afterward han- 
dled a small force in Georgia in such a 
way as to hold in check a much larger 
body of British troops. It was his careful- 
organization and bold execution of vari- 
ous enterprises during the Revolution 
which caused his selection by Washing- 
ton to retrieve the fortunes of the Indian 
war after St. Clair's defeat. When he 
returned from his successful expedition 
against the Indians he was received in 
Philadelphia in triumph. He was sent 
in 1796 to receive the surrender of the 
Western forts, and died in December of 
that year on the shore of Lake Erie. 




ANTHONY WAYNE. 



2l8 



Washington's presidency. 



Retirement and 
death of Wash- 
ington. 



whisky interfered with this business, and the people rose 
against the revenue officers. Washington sent troops to 
enforce the law, and the people submitted after the ring- 
leaders of the rebellion had fled. 

Washington declined to be a candidate for the third 
time, and in September, 1796, the "Father of his Coun- 
try " issued a farewell address, full of good advice. At 
the end of his term, in March, 1797, he retired to Mount 
Vernon, where he spent his closing years in peace. 
Washington died on the fourteenth of December, 1799. 
Of the many great men of the eighteenth century, he 
was, though not the most gifted, probably the most illus- 
trious. The whole United States paid honor to his 
memory, and to this time he is the only American whose 
birthday is honored as a public holiday. 



Questions for 
study. 



To what city was the capital removed in 1791 .'' Was it expected that 
Philadelphia would remain the capital ? Did Washington have 

any rival candidate when he was elected the first time.'' Was there any 
opposition to his second election ? Did he belong to any party .' To 



which party did his sympathies incline ? 
Federalist party first take that name .'' 



In what struggle did the 
Was the Federalist party in 
favor of or opposed to the Con- 
stitution ? How did the Fed- 
eralists feel about strengthen- 
ing the central government of 
the United States ? How did 
they feel about the use of dig- 
nified ceremonies in conduct- 
ing the government ? Where 
was the Federalist party strong.'' 
Which did they prefer, Eng- 
land or France ? What 
was the party opposed to the Federalists called .'' Of what were 
the members of this party afraid .'' As between the several 
State governments and the government of the United States, 
which did the old Republicans wish to see strengthened ? What 




WAYNE'S CAMPAIGN AGAJNST 
THE INPIANS, 



WASHINGTON S PRESIDENCY. 



219 



ideas did they cherish ? Of what were they afraid ? As between 
France and England, which did the Republicans favor? What change 
had taken place in the government of France in 1789? What kind 
of manners and tastes did the Republican party wish to bring in? 

Who was the great leader of the Federalists ? Who was the leader 
of the Republicans? What office did Hamilton hold in Washington's 
first Cabinet ? What was Jefferson's place in the Cabinet ? Are the 
two great parties represented in this way at the same time now? 

What had the English government to do with the Indian troubles of 
Washington's time ? Where were the forts which the English refused to 
give up ? What name did Kentucky get on account of the horrors of In- 
dian war? Who was sent against the Indians in 1790? What 
was the result of Harmar's expedition ? Who was sent against 
the savages in 1791 ? What happened to St. Clair's army ? How 
did Washington feel about St. Clair's defeat ? Whom did Washington 
select to fill St. Clair's place ? What was Wayne called ? But was 
"Mad Anthony Wayne" reckless? What name did the Indians give 
him ? What else did they call him ? Did Wayne try to make peace 
with the Indians ? How did he attack them ? Where was this battle of 
1794 fought? What was the result? What was' the rebellion in 
Pennsylvania at this time called ? What did the people of this region do 
with their corn ? What tax interfered with their business ? What did 
the people do ? What did President Washington do ? What was the 
outcome of the rebellion ? Why was Washington not elected a 
third time? What sort of an address did he issue in 1796? To what 
place did he retire at the close of his term ? When did he die ? How 
does he compare with the many other great men of the eighteenth cent- 
ury ? (On what day do we celebrate his birthday .'') 

I. Washington the President and Philadelphia the capital. study by topics. 

II. The two political parties. 

1. The Federalists and their opinions. 

2. The Republicans and their opinions. 

3. The leaders of the parties. 

III. The Indian troubles. 

1. Their causes. 

2. Harmar's expedition in 1790. 

3. St. Clair's expedition in 1791. 

4. Wayne's expedition in 1794. 

IV. The Whisky Insurrection. 

V. Retirement and death of Washington. 

In what State is Philadelphia situated ? In what State is the Maumee River ? Geography. 
In what part of Ohio did Wayne fight the Indians ? Into what great lake does the 
Maumee flow ? In what direction does this lake lie from Wayne's battle-field .' ' 



220 



TROUBLES WITH ENGLAND AND FRANCE. 



Grounds of com- 
plaint against 
England. 



Jay's treaty. 




CHAPTER XXXVII. 

Troubles with England and France. — Presidency of 
John Adams. 

When the English government acknowledged the in- 
dependence of the United States, in 1783, there remained 
still in the hands of English troops certain military posts 
in the Indian country which were within the territory of 
the United States. In violation of the treaty, the English 
government retained these posts among the Indians, and, 
by the encouragement given to the tribes, kept alive the 
Indian war. When Wayne defeated the Indians on the 
Maumee, as we have related in the preceding chapter, he 
found Canadians fighting on the side of the Indians, and 
he drove them before him under the very guns of a fort 
held by the English, who did not dare to aid the savages 
and their allies. There was also much anger in America 
against the English government on account of the illegal 
seizure of American vessels by British cruisers. 

To prevent a new war with Great Britain, Washing- 
ton sent John Jay to England in 1794 to make a treaty. 
"Jay's Treaty," as it was called, was very unpopular in 
America, especially with the members of the Repub- 
lican party, who thought that it yielded too much 
to England. But it was confirmed by Washington 
and the Senate, for, according to the Constitution, 
every treaty made with a foreign nation must be 
agreed to by the Senate. It provided for the 
surrender of the Western forts by England, and it 
prevented a war with Great Britain, which would 
have been a misfortune to so weak a country as ours 



TROUBLES WITH ENGLAND AND FRANCE. 



221 



Adams, 1796. 



was at that time. When a war with England came at 
last, in 1 8 12, the United States had nearly twice as many 
people as it had when the Jay treaty was made. 

This treaty with Great Britain was exasperating to France and the 

. , . J^y treaty. 

the French government, which was then engaged m war 
with England. As France had helped the United States 
to gain its independence, the French expected the assist- 
ance of America in their new war with England. Wash- 
ington wisely kept this country free from alliances with 
either of the contending nations. 

In 1796 John Adams, the candidate of the Federalist Election of john 
party, was chosen President over Thomas Jefferson, who 

was the candidate of the 

John Adams was the son of a farmer. t> „ ui' t^ i 

He was bom in Braintree, Mass., in ,735. RepubllCaHS, Or DcmOCratS. 

He graduated at Harvard, taught school 
for two years, and began the practice of 
law when he was twenty-three years of 
He took an active part in the 
Stamp-Act agitations from 1765 onward. 
He removed to Boston in 1768, and soon 
became a leading lawyer and a chief of 
the Revolutionary party. Adams was 
one of the foremost men in the Congress 
of T774 and 1775, and was one of the com- 
mittee to prepare the Declaration of In- 
dependence. He was one of the commis- 
sioners to negotiate the treaty of peace 
with England, and was minister at Lon- 
don for three years. He was Vice-Presi- 
dent during the whole of Washington's 
presidency, and in 1796 was elected to 
succeed Washington as President. He 
was an able and courageous man, honest 
and true to his convictions, but vain, 
irritable, and somewhat quarrelsome. 
His peculiarities had something to do 
with his unpopularity and his defeat 
when he ran for the presidency a second 
time. He died on the 4th of July, 1826, 
exactly fifty years after the Declaration 
of Independence. 




JOHN ADAMS. 



The administration of Discourteous 

behavior of the 
Adams was mostly OCCU- French Direc- 

, tory. 

pied with the diflficulties 
with France. That country, after the great Revolu- 
tion that overthrew the monarchy in 1789, had now 



222 



TROUBLES WITH ENGLAND AND FRANCE. 




CANNONEER, 1797. 

The Directory 
seek to extort 
money from the 
United States. 



" Not one cent 
for tribute I " 




SEAMAN, 1788. 

Peace made 
with Napoleon 
Bonaparte. 



Removal of the 
capital to Wash- 
ington, i8oo. 



fallen into the hands of a government called the " Di- 
rectory." It was composed of five directors. The suc- 
cesses which their armies achieved under the command 
of the rising young general, Napoleon Bonaparte, made 
the Directory very overbearing. When the United 
States sent a new minister to Paris, the French gov- 
ernment refused to receive him, and presently ordered 
him to leave the country. 

In 1797, President Adams, who desired to avoid a war 
if possible, sent three envoys to France, having assur- 
ances that they would be received with honor. But 
the American envoys were informed that, in order to 
secure a peace, the United States must make a loan to 
the French government and pay secret bribes to the 
members of the Directory. 

The envoys refused this dishonorable demand, and, 
when it was known in America, the popular cry became, 
" Millions for defense, but not one cent for tribute ! " 
The tricolored cockade was no longer worn, but a black 
cockade was put on by those in favor of a war with 
France. " Hail, Columbia," then a new song, became 
universally popular. Ships were built, an army was 
raised, and Washington was made commander-in-chief. 

But the French did not wish a war, and Napoleon 
Bonaparte, who had now overthrown the French Direct- 
ory, made a new agreement with the United States in 
September, 1800. Thus the infant country again escaped 
a foreign war. 

In the year 1800 the government was removed from 
Philadelphia to Washington city. In 1790 Congress had 
resolved to fix the permanent capital on the Potomac 
River, and the selection of the site was left to Washing- 



TROUBLES WITH ENGLAND AND FRANCE. 



223 



ton himself. When the government moved there, in 1800, 
the place was almost a wilderness. The few people liv- 
ing in the new town were scattered over the whole re- 
gion, and one sometimes had to go one or two miles 
through a forest to see his next-door neighbor, though 
both were living within the " Federal City," as Wash- 
ington had named it. 

It was thought desirable that the national capital The District of 

Columbia. 

should not be within the jurisdiction of any State. A 
tract ten miles square was given by Virginia and Mary- 
land to form the District of Columbia. But the portion 
taken from Virginia was afterward ceded back to that 
State. The District of Columbia is governed wholly by 
laws made in Congress, in which its inhabitants have no 
representative. 

Where did the English government hold posts that were on American Questions for 
territory? What effect did the tceeping of these posts have on the In- study, 
dians ? Whom did Wayne find fighting among the Indians when he de- 
feated them on the Maumee.-* By whom was the fort held near which 
Wayne defeated the savages ? How did the American people feel 

toward the English government at this time } What other cause of 
anger toward England was there ? Of what was there great danger ? 
Whom did Washington send to England in 1794.'' What was Jay sent 
to do ? How was Jay's treaty received by the people ? What did the 
members of the Republican party think of it ? What did Washington 
and the Senate do about it? What has the Senate to do with treaties? 
What good did the treaty do ? Why would a war with England have 
been a great misfortune at that time ? How did the P>ench gov- 

ernment feel about the Jay treaty ? What was the relation between 
France and England at that time ? Why did France expect the United 
States to help her in a war with England ? What did Washington do ? 
How did many members of the Republican party show their sympathies 
with France? Who was chosen President in 1796? Who was 

the candidate opposed to Adams ? Of what party was Adams the can- 
didate? What party supported Jefferson? With what country 
did we have difficulty in Adams's time ? What was the government of 
France at this time called ? How many directors were there ? With 



224 



TROUBLES WITH ENGLAND AND FRANCE, 



Study by topics. 



Geographical 
studies. 



whom was France at war? What young general was fighting the battles 
of the French ? (What did General Napoleon Bonaparte afterward be- 
come ?) What effect did Bonaparte's victories have on the Director)- ? 
How did the Directory treat the minister sent by the United States? 

How many envoys did President Adams send to France in 1797? 
What information was given to these envoys ? How did they treat this 
demand for money ? When their refusal to pay money became known in 
America, what was the popular cry ? What kind of a cockade was worn 
by those in favor of a war with France ? What song became popular ? 

What' preparations for war were made? Who was appointed to 
command the army ? Who had by this time overthrown the French 
Directory ? What did Napoleon do with reference to this country ? 

In what year was the government removed from Philadelphia ? To 
what place was it removed ? Who had selected the site ? What was 
the condition of the place when the government was removed to it in 
1800? What name had Washington given it? How was the 

District of Columbia formed ? How is it governed ? 

I. Difficulties with England. 

1. The Western posts. 

2. Illegal seizures of American vessels. 

3. The Jay treaty. 

II. Presidential election of 1796. 

III. Difficulties with France. 

1. The Directory refuse to receive an American minister. 

2. The Directory seeks a bribe to keep the peace. 

3. Patriotic excitement against France. 

4. Measures for defense. 

5. A new agreement. 

IV. The capital removed to Washington, 1800. 

On what river is Washing;ton city ? Into what bay does the Potomac flow ? In 
what direction is Washington from Philadelphia ? From Baltimore ? From Rich- 
mond, Va. ? 



The alien and 
sedition laws. 



CHAPTER XXXVIII. 
Election of Jefferson.— War with Tripoli. 

The Federalists favored a strong government. In 
the excitement caused by the troubles with France, very 
stringent laws were passed by them. Foreigners were 




THOMAS JEFFERSON. 



225 



226 



ELECTION OF JEFFERSON. WAR WITH TRIPOLI. 




Defeat of the 
Federalist party 
in 1800. Services 
rendered by the 
Federalists. 



required to live in America fourteen years be- 
fore they could be naturalized. By what was 
called the " Alien Law," the President was 
given authority to send out of the country, 
without trial, any " alien " or unnaturalized for- 
eigner. By the " Sedition Law," speakers and 
newspaper writers were to be severely punished 
JEFFERSON'S SEAL. foT " libcHng " thc officers of the government. 

Many of the people thought the alien law took away 
the right of trial by jury, and that the sedition law 
attacked free speech and a free press. 

In the presidential election of 1800, John Adams was 
the Federalist candidate a second time, but he was de- 
feated, and the Federalist party never was able to elect 
another President. The Federalists had secured the 
adoption of the Federal Constitution ; they had made 
the national government strong ; and they had begun 
the work of paying the national debt in full, and so 
making the credit of the government good. No party 
ever did a better work than the Federalists did in bring- 
ing a bankrupt and disorderly confederacy into a firm 
union. 

But the Federalists leaned too much to the English 
notions of government that had prevailed before the 
Revolution. The Republicans held more to the equality 
of men ; they trusted the people, and believed in progress 
toward a larger personal liberty. The Federalist move- 
ment made us a nation ; but the movement represented 
by the old Republican party made us republicans and 
Americans. 

It was the intention of those who framed the Consti- 
tution that the people should not vote for particular 



The Republican 
party and its 
v^ork. 



How the Presi- 
dent was elected 
at first. 



ELECTION OF JEFFERSON. — WAR WITH TRIPOLI. 



227 



men for the presidency. They were to choose in each 
State a certain number of men called " electors." These 
were to select a President. But, instead of choosing 
eminent men, and leaving the choice of a President to 
them, the people vote for electors pledged beforehand 
to cast their votes for the candidates of their party. The 
people thus vote for the President. It was provided at 
first that each elector should vote for two candidates for 
President. The candidate who received the highest 
number was to be the President, the one having the 
next highest was to be Vice-President. The effect of 
this, in 1796, was to make John Adams President, and 
his opponent, Thomas Jefferson, Vice-President. The 
President and Vice-President thus belonged to oppo- 
site parties. 

In 1800 the Republicans resolved to elect Jefferson struggle between 

T-» • 1 1 A n tT- i-i • 1 T-> Jefferson and 

President and Aaron Burr Vice-President. But, as the Burr in isoo, and 

only way of electing a Vice-President was by voting for JfonsI^itSn Vhal 

him as one of the two candidates for President, it hap- '"°"°w«d- 

pened that both Jefferson and Burr received the votes 

of all the Republican electors, and had, therefore, 

exactly the same number of electoral votes, although 

nobody had thought of Bui. for President. The 

Constitution provided then, as it does now, that 

the choice between the two, in case of a tie-vote, 

should be by the House of Representatives. The 

Federalists disliked Jefferson in particular, as the 

great chief of the Republicans ; the most of them, 

therefore, voted for Burr. This produced a new 

tie in the House of Representatives, and there was 

danger that the 4th of March would arrive and find 

the. country without a President ; but, after a long 
16 




AARON BURR. 



228 



ELECTION OF JEFFERSON. WAR WITH TRIPOLI. 




AMERICAN SEAMAN IN 
JEFFERSON'S TIME. 

Prosperity of 
American com- 
merce. 



War with the 
Barbary pirates, 
1801. 



struggle, some of the Federalists cast blank votes, and 
allowed Jefferson to be elected. This dangerous strug- 
gle led to a change in the Constitution, by which the 
electors were to vote for but one candidate for 
President and one for Vice-President. This method 
of voting for electors still prevails. 

During Jefferson's time, the United States was at 
peace with all the great powers. The wars raging 
in Europe had injured the commerce of England 
and France. Foreign merchants, whose countries 
were at war, preferred to send goods in American 
vessels, to prevent their being captured by the ene- 
my. In this way American commerce became very 
prosperous. 

The little Mohammedan states, along the southern 
coast of the Mediterranean, had long carried on a pirati- 
cal warfare against the trade of Christian countries. 
The nations of northern Europe paid them a yearly 
tribute to protect their ships from robbery. The United 
States was obliged to redeem from slavery Americans 
captured by the Dey of Algiers, and also to pay trib- 
ute. But in 1 801 the Pasha [pash-aw'] of Tripoli 
[trip'-o-ly], having been refused additional presents, 
broke into open war. 

This war may almost be said to mark the birth of the 

American navy. It was a period in which Americans 

were fond of dangerous exploits. The officers and men 

of this small sea-force performed acts of daring before 

Achievements of TripoH which havc ucvcr been forgotten, and which yet 

ican'nlv"y it'th[s scrve for au example to their successors. In many ac- 

war. Peace, 1805. ^jons Americans boarded the pirate-ships, and fought in 

desperate hand-to-hand encounters, with swords, pikes, 




AMERICAN SOLDIERS 
ABOUT 1800. 




\ 



\- 



STEPHEN DECATUR. 



ELECTION OF JEFFERSON. — WAR WITH TRIPOLI. 22Q 

and bayonets. The frigate Philadelphia, having run on 
rocks, was captured by the Tripolitans, and the crew- 
reduced to slavery. Lieutenant Decatur ran into the 
harbor at night in a ketch, boarded the frigate and 
burned her, escaping with his men by rowing his 
little boat under a storm of fire from the enemy's 
batteries. After four years of blockade and war, the 
obstinate ruler of Tripoli was brought to terms. He 
made a treaty of peace in 1805. 

But in 1 8 12, Algiers, another of the Barbary . ^ ' \ 

powers, declared war against this country, capt- 
ured American vessels, and reduced the crews to 
slavery. The same Stephen Decatur, who as a lieu- 
tenant burned the Philadelphia, was sent to the Medi- 

^ The later war 

terranean Sea, in 1815, as commodore of a squadron, with Algiers. 

, Abolition of 

He captured the chief vessels of tne Dey, and forced tribute, 1815. 
that prince to release his prisoners, and to come 'on 
board the commodore's ship and sign a treaty. The 
United States never afterward paid tribute to any of 
the pirate powers. 

What were the names of the two parties in the United States at Questions for 
this time? (See Chapter XXXVI.) What l<ind of a government did study, 
the Federalists favor ? What kind of laws were passed by them ? 
During what excitement did the Federalists pass these stringent laws .'' 
How long did they require foreigners to remain in the country before i 

they could be naturalized ? What is an alien ? What power did the 
Alien Law give to the President ? What is the meaning of the word se- 
dition ? (Ans. The raising up of factions in opposition to the govern- 
ment.) What is it to libel any one ? (Ans. To defame or expose to con- 
tempt by a writing or by printed matter.) What offenses did the " Sedi- 
tion Law" propose to punish ? What did many of the people think of 
the Alien Law ? What of the Sedition Law ? Who was the candi- 

date of the Federalist party in 1800? Had John Adams been the Fed- 
eralist candidate before? Had he been elected? (Chapter XXXVH.) 
What took place in this election ? Did the Federalist party ever again 



230 



ELECTION OF JEFFERSON. — WAR WITH TRIPOLI. 



elect their candidate for President ? What party had secured the adop- 
tion of the Constitution ? What had the Federalists done about the na- 
tional debt ? To what notions of government did the Federalists 
lean ? To what did the Republicans hold ? In what kind of progress 
did they believe ? What did the Federalist movement do for us ? What 
did the movement represented by the old Republican party do for us ? 
What was the intention of those who framed the Constitution in re- 
gard to voting for a President ? What were the people in each State to 
choose ? What were the electors to do ? Did the people leave the 
choice to the electors ? Do the people really elect the President ? How 
were the electors to vote ? If each elector voted for two candidates for 
the presidency, how was the Vice-President chosen ? What effect did 
this have in 1796? Whom did the Republicans resolve to elect for Presi- 
dent in 1800? Who was their candidate for Vice-President? What 
was the result ? When the electors fail to make a choice, who is to elect 
a President ? Why did most of the Federalists in the House of Repre- 
sentatives vote for Aaron Burr ? Did the House of Representatives suc- 
ceed in electing at first ? What danger was there ? How did the elec- 
tion come out at last? What change was now made in the Constitu- 
tion ? What was the character of our relations with the great 
powers during Jefferson's time ? What effect did the European wars 
have on our commerce ? Why did foreign merchants prefer to ship 
goods in American vessels ? What kind of warfiire did the little 
Mohammedan states carry on ? Where were these states situated ? 
What did the nations of northern Europe do to protect their commerce ? 
To what ruler did the United States pay money to redeem captives and 
for tribute ? Which one of the rulers of these Barbary states broke 
into open war with the United States in 1801 ? What relation does 
this war hold to the history of the navy of the United States ? How did 
the officers and men before Tripoli behave ? What took place when 
they boarded the ships of the enemy ? Relate the story of the burning 
of the frigate Philadelphia ? What did Decatur afterward be- 
come ? Which of the Barbary powers afterward declared war against 
this country? Who commanded the expedition against Algiers in 1815 ? 

What was the result ? , , , , , 

1. The Federalist party and its de- 
feat. 
II. The Republican party. 

III. Difficulties in the presidential 
election. 

IV. Change in the Constitution. 
V. Prosperity of American com- 
merce. 

VI. Wars with the Barbary pirates. 




ELECTION OF JEFFERSON. WAR WITH TRIPOLI. 



231 



What are the names of the four Barbary states that lie on the coast of the Medi- Geography, 
terranean Sea ? Which is the most westerly ? Which the most easterly ? What 
country in Europe lies north from Tripoli ? What country in Europe lies north from 
Morocco ? What country lies next to Tripoli on the east ? [Ans. Egypt.] What 
do you know about Egypt ? Which of the Barbary states lies between Alg^iers and 
Tripoli ? Through what strait would American ships have to pass to reach Algiers 
or Tripoli ? [Ans. The Strait of Gibraltar.] 



CHAPTER XXXIX. 

The Settlement of the Great Valley. 

Before the Revolution, only a few people had gone Pioneers before 

1 A 11 1 TIT , • T^i . . .^ . the Revolution. 

over the Alleghany Mountains. 1 he country to the west 
of this was shut off from all intercourse with the rest of 
the world, and was infested by tribes of fierce and 
cruel Indians, who lived in villages for the most 
part widely separated, but who resisted the efforts 
of the white men to occupy any portion of the 
uninhabited wilderness west of the mountains. 
But, some years before the Revolution, Daniel 
Boone and other daring men, from North Caro- 
lina and Virginia, penetrated into the fertile 
lands of Tennessee and Kentucky, and formed 
settlements. 

Some of the colonies had been chartered to run Territory north 

of the Ohio river 

through to the Pacific Ocean, and these claimed all the ceded to the gen- 

-, - ,_^,,^ .1 cr^' government. 

territory west of them as far as the United htates extend- 
ed — that is, to the Mississippi River. The Virginia char- 
ter, which was the oldest, made the line of that colony 
run " west and northwest." Under this charter Virginia 
claimed most of the territory north of the Ohio River, 
and all of that which now forms Kentucky. The terri- 
tory lying north of the Ohio was ceded to the United 
States by Virginia and the other States claiming it. 




DANIEL BOONE. 



The Northwest 
Territory estab- 
lished by the 
" Ordinance of 
Eighty-seven." 



Great rush of 
emigrants to the 
West. 



Rude and danger- 
ous life of the 
first settlers west 
of the mountains. 



2^2 THE SETTLEMENT OF THE GREAT VALLEY. 

In 1787 this territory was organized as "The North- 
west Territory," and its government was regulated by 
an act which has since become very celebrated. It is 
commonly known as " The Ordinance of Eighty-seven," 
from the year in which it was adopted. The Ordinance 
of Eighty-seven declared that, in the Northwest Terri- 
tory, all children of a father who died without a will 
should inherit the estate equally, thus doing away with 
the aristocratic privileges given to the oldest son under 
the English and colonial laws. It also forbade slavery in 
the territory north of the Ohio. This ordinance made 
Ohio, Indiana, Illinois, Michigan, and Wisconsin free 
States. 

Soon after the adoption of this ordinance and the pur- 
chase of the Indian title to the land, people began to pour 
into the Western country, now opened for settlement. A 
large number of Revolutionary officers and soldiers, im- 
poverished by the war, were among these settlers. The 
first emigrants carried their few goods over the mount- 
ains on pack-horses. At Pittsburg or Wheeling most of 
them embarked in large flat-boats roughly built of green 
lumber. In these they floated down the Ohio to one 
of the new settlements on its banks. The flat-boat was 
then broken up, and its planks used in building the 
settler's cabin. Pennsylvania wagons, after a while, 
took the place of the pack-horse in the journey over 
the mountains to Pittsburg. 

The people of this interior country were almost shut 
out from the world. They raised flax and sometimes 
grew wool, and spun and wove at home. Their spin- 
ning-wheels and looms were made by themselves. For 
chairs they made rude stools, their tables and bedsteads 



THE SETTLEMENT OF THE GREAT VALLEY. 



233 



were such as they could make, and they used wooden 
bowls for dishes. They tanned their own leather, and 
made rude shoes at home. The husks of Indian corn 
were used for making various articles, such as rope, 
horse-collars, brooms, and chair-bottoms. Barrels and 
bee-hives were made by sawing hollow trees into sec- 
tions. By splitting one of these sections a child's cradle 
was constructed. For tea they drank a decoction of sas- 
safras-root or the leaves of the crop-vine. Their sugar • 
they got from the maple-tree. Their small boat was a 
canoe made from a single log, or a pirogue [pee-rogue'j, 
which was a canoe enlarged by splitting it in the middle 
lengthwise and inserting a plank. The danger from In- 
dians was so great for many years that the settlers never 
went to their fields without carrying their rifles. 

Whatever supplies the Western settlers got, they pack-horse and 

, • 1 r 1 flat-boat trade. 

brought from the towns on the eastern side of the mount- 
ains, by means of pack-horses and wagons. For these 
goods they exchanged furs, ginseng, and other light arti- 
cles. The produce of Western farms was too heavy to be 
packed across the mountains. It could only be sold by 
floating it thousands of miles down the Ohio and Missis- 
sippi Rivers to New Orleans. This was done in very 
large flat-boats, which were rowed down the river with 
great sweeps, but could not be brought back against the 
current. The flat-boat men got home by taking passage 
on ships sailing from New Orleans to Virginia or Mary- 
land, and then crossing the mountains to Pittsburg. 

But, as there was a necessity for some trade up the Boats and boat- 
men on the Ohio 

river as well as down, there were presently used the and Mississippi. 
" bargee " and the " keel-boat," both of which had sharp- 
ened bows, and could be toilsomely forced up against the 



• 



234 



THE SETTLEMENT OF THE GREAT VALLEY. 



Purchase of 
Louisiana, 1803. 



Stream by setting poles, oars, and sails in turn, and which 
sometimes were towed, or " cordelled," by the boatmen 
walking along the shore. Four months were consumed 
the voyage from New 



in 



The 
and 



Orleans to Pittsburg, 
boatmen were rude 
lawless, and navigation was 
rendered dangerous by the 
Indians and highwaymen 
that infested the banks of 
the rivers. 

Louisiana, which then in- 
cluded almost the whole re- 
gion between the Mississippi 
and the Rocky Mountains, 
had been ceded by France 
to Spain in 1762. Spain 
wished to deny to our peo- 
ple the right to navigate the 
great river that formed our 
western boundary, and the 
people west of the Allegha- 
nies wished our government 
to seize the whole of Lou- 
isiana. In 1800 Louisiana 
was ceded back to France. 
In 1803 two commissioners 
were sent to France b}^ Pres- 
ident Jefferson, with instruc- 
tions to buy for the United 
States, if possible, a part of Louisiana, including New Or 
leans and the mouths of the Mississippi. But Napoleon, 



Louisiana Territory. — The region 
about the mouth of the Mississippi was 
first explored by La Salle (see page 117), 
and the first settlements in that region 
were made by the French in 1699. In 
1722 New Orleans was made the capi- 
tal of the colony. In 1727 wives were 
sent to the planters by the government, 
in imitation of the plan adopted for 
peopling Virginia a hundred years ear- 
lier. In 1762, after the English had 
taken Canada (Chapter XXIII), the 
province of Louisiana was ceded to 
Spain. For a long time indigo was 
grown, but in 1794 sugar was successful- 
ly raised, and the colony was rendered 
prosperous at once. There had been 
much trouble between Spain and the 
United States about the navigation of 
the Mississippi, and the Western people 
wished to seize New Orleans and the 
lower Mississippi. The United States 
desired to buy a portion of Louisiana, 
but in iSoo Bonaparte procured its ces- 
sion back to France. He entertained, 
along with other dazzling schemes, the 
project of rebuilding the French power in 
America. Monroe and Livingston were 
commissioned by President Jefferson to 
buy from France, if possible, the small 
portion of Louisiana so much desired by 
the United States, in order to secure the 
free navigation of the Mississippi ; but 
Napoleon surprised the American com- 
missioners by offering to sell the whole 
vast territory. French Louisiana in- 
cluded in whole or in part the States of 
Louisiana, Arkansas, Missouri, Iowa, 
Minnesota, Kansas, Nebraska, Colorado, 
and the Territories of Dakota, Montana, 
Wyoming, and the Indian Tcrritorj' — 
that is to say, there are at present twelve 
very large States and Territories almost 
wholly made from Louisiana as bought 
from France in 1S03. 



THE SETTLEMENT OF THE GREAT VALLEY. 



235 



who then ruled France, fearing that England would seize 
the territory, took a sudden resolution to sell all of Lou- 
isiana to the United States. For this the United States 
paid fifteen million dollars. By this purchase the country 
acquired a great deal more territory than all she had be- 
fore possessed, and there was opened to her the prospect 
of becoming one of the greatest nations on the earth. 

Aaron Burr, who had been Vice-President in Jeffer- 
son's first term, had not been re-elected. After Louisiana 
was ceded to the United States, Burr formed a con- 
spiracy to detach Louisiana and some of the Western 
States from the Union, and to revolutionize a part of 
Mexico. He enlisted sold'jrs in Ohio, and started down 
the river ; but he wa? arrested and tried for treason. 
For want of evidence he was not convicted. 



Aaron Burr's 
conspiracy. 



What was the condition of 
the country west of the Alle- 
ghany Mountains before the 
Revolution ? By whom was it 
inhabited ? How did these In- 
dians live ? How did they 
treat the efforts of the white 
men to occupy any portion of 
the land west of the mountains? 
What daring man is particular- 
ly mentioned as having pene- 
trated into the country west of 
the mountains? Within what 
two of our present States did 
Boone and other bold men 
plant settlements before the 
Revolution ? From what 

States did these men emi- 
grate ? How far to the 
w it did the land granted by 
charter to some of the colonies 




236 



THE SETTLEMENT OF THE GREAT VALLEY. 




run ^ When these colonies became States 
after the Revolution, what did they claim ? 
How was the line of Virginia to run accord- 
ing to its charter ? What territory did Vir- 
ginia and other States cede to the United 
States ? What was this territory 

north of the Ohio River called when it was 
organized ? What was the act called which 
established the government of this territo- 
ry? Why was it called "The Ordinance 
of Eighty-seven " ? What provision did the 
Ordinance of Eighty-seven make in regard 
to the inheritance of property ? What privi- 
leges were thus done away with ? What 
did the Ordinance of Eighty-seven enact 
regarding slavery? What five States cut 
out of this territory became free States — that 
is, States forbidding the holding of slaves ? 
What took place after the passage of the Ordinance of Eighty- 
seven ? Who were among these settlers ? How did the emigrants 
carry their goods over the mountains ? How did they descend the Ohio ? 
What took the place of the pack-horse in crossing the mountains after 
a while ? How did the people of the interior country get clothes ? 

How did they get spinning-wheels and looms to spin and weave with ? 
What sort of furniture did they have ? Tell how they procured leather 

and shoes. What 
did they make of 
corn-husks ? How 
did they make bar- 
rels, bee-hives, and 
cradles ? What tea 
did they use ? What 
sugar ? What was 
their small boat ? 
How was a larger 
boat, or pirogue, 
made ? What is said 
of danger from In- 
dians ? How- 
did the settlers get 
supplies from else- 
where ? How did 
they sell their prod- 
uce ? How did the 




THE SETTLEMENT OF THE GREAT VALLEY. 



237 



flat-boat men get home again ? What kinds of boats were intro- 

duced that could get up stream ? By what means were these boats 
forced upward against the current ? What kind of men were the boat- 
men ? By what dangerous enemies were the shores infested ? Who 
had explored the country about the mouth of the Mississippi ? (Page 
117.) To what nation did France cede Louisiana in 1762? What 
region did Louisiana cover at this time? What right did Spain wish 
to deny to our people ? What did the Western people wish our people 
to do? To whom did Spain cede Louisiana in 1800? For what pur- 
pose did President Jefferson send two commissioners to France in 
1803? Why did Napoleon resolve to sell Louisiana to the United 
States? How much did the United States pay for Louisiana? Was 
Louisiana as then bounded larger or smaller than the rest of the coun- 
try ? What high office had Aaron Burr held in Jefferson's first 
term ? What conspiracy did he form after he ceased to be Vice-Presi- 
dent ? What did he hope to detach from the Union ? What other 
country did he hope to revolutionize in part ? What happened to him ? 
Why was he not convicted ? 

L The pioneers. 
IL The Northwest Territory. 
IIL The Ordinance of Eighty-seven. 
IV. The great emigration after 1787. 
V. How the people lived. 
VL Flat-boat, keel-boat, and bargee. 
Vn. The purchase of Louisiana. 
VHL Burr's treason. 

Through what States do the Alleghany Mountains run ? In what direction ? 
On which side of the Alleghanies is the Ohio ? In what direction does it flow ? Into 
what river does it empty ? In what general direction does the Mississippi flow ? 
What Icrge city near its mouth ? What large city is at the head of the Ohio ? In 
descending the Ohio from Pittsburg to New Orleans, in what direction would a boat 
sail ? What States and Territories have been in whole or in part cut out of Louisi- 
ana cLS it was when the United States bought it ? 



Study by topics. 



Geography, 



FIFTH REVIEW.— FROM THE CLOSE OF THE REVOLU- 
TION TO THE LOUISIANA PURCHASE. 



Formation of the Con- 
stitution. (XXXHL) 



The new State Constitutions. 
The Articles of Confederation, 1781. 
The Constitutional Convention, 1787. 
The Constitution ratified in 1788. 



238 



REVIEW. — FROM REVOLUTION TO LOUISIANA PURCHASK 



Government under the 
Constitution. 

(XXXIII.) 



Population in Wash- 
ington's time. 

(XXXIV.) 



Civilization in Wash- 
ington's time. 

(XXXIV.) 



Home-life in Washing- 
ton's time. (XXXV.) 



Society in Washing- 
ton's time. (XXXV.) 



Washington President. 
(XXXVI.) 



The old political par- 
ties. (XXXVI.) 



Three divisions of government. 
Legislative. 
Executive. 
Judicial. 

The Federal system. 
State governments. 
United States government. 
Freedom of religion, of the press, and of 
speech. 

Washington inaugurated, 1789. 
Population in 1790. 
Increase in one hundred years. 
Settlements chiefly on the coast. 
Westward movement of population. 

Modes of travel. 

Freight carried by wagons, pack-horses, and 

small boats. 
The mails and newspapers. 
Education. 
Science, literature, and art. 

Absence of modern conveniences. 

Farm-life in that time. 

Backwoodsmen. 

Negro slaves North and South. 

Society at the South. 
Society in the cities. 

Tea-parties, country excursions, and balls. 
Dress of gentlemen and ladies. 
Life less comfortable and refined than in our 
time. 

Capital removed from New York to Philadel- 
phia, 1791. 
Washington twice elected without opposition. 

The Federalist party. 

Its rise. 

Its policy. 

Its inclination to England. 

The Republican or Democratic party. 

Its policy. 

Its sympathy with France. 

Hamilton and Jefferson the parry leaders. 



REVIEW. — FROM REVOLUTION TO LOUISIANA PURCHASE. 



239 



Military events in 
Washington's time. ^ 
(XXXVI.) 

TroubJes with Eng- 
land. (XXXVII.) 

Close of Washington's 

career. (XXXVI 

and XXXVII.) 

Troubles with France. 
(XXXVII.) 

The new capital. 

(XXXVII.) 

Overthrow of the Fed- 
eralists. (XXXVIII.) 



Jefferson elected, 1800. 
(XXXVIII.) 



War with Barbary pi- 
rates. (XXXVIII.) 



The opening of the 
West. (XXXIX.) 



Purchase of Louisiana. '■ 
(XXXIX.) 



Aaron Burr's conspiracy. 



Indian troubles at the West. 
Harmer's defeat, 1790. 
St. Clair's defeat, 1791. 
Wayne's victory, 1794. 
The Whisky Rebellion, 1794. 

Causes of dissatisfaction. 
The Jay treaty. 

Washington retires, 1797. 
John Adams succeeds him. 
Washington's death, 1799. 

France annoyed by the Jay treaty. 
French " Directory " seek to extort money. 
War with France threatened. 
New treaty with France, 1800. 

Washington city. 

The District of Columbia. 

Alien and sedition laws. 
Defeat of the Federalist party, 1800. 
Services rendered by the Federalists. 
The old Republican party and its work. 

[" Old system of electing the President. 
The struggle between Jefferson and Burr. 
Change in the mode of electing Presidents. 

Tribute paid to the pirates. 
War with Tripoli, 1801-1805. 
Brilliant success of the navy. 
War with Algiers, 181 5. 

Pioneers before the Revolution. 

Ownership of Western territory disputed by 

different States. 
Northwest Territory ceded to the United States. 
The Ordinance of 1787, 
Emigrants descend the Ohio. 
Rude life of first settlers. 
Trade by boat and pack-horse. 

France cedes Louisiana to Spain, 1752. 
Spain re-cedes Louisiana to France, 1800. 
Louisiana sold to the United States, 1803. 

(XXXIX.) 



240 BEGINNING OF THE SECOND WAR WITH ENGLAND. 

CHAPTER XL. 
Beginning of the Second War with England. 

Search of ships DuRiNG Jcfferson's administration the English govern- 

and impressment .11.1 • i -vt 1 i l j 

of American sea- mcnt was involved in a long war with JNapoieon, who had 
™^"' made himself Emperor of the French, and had conquered 

a great part of western Europe. During this war Eng- 
land was in need of seamen for the navy. The officers of 
the English navy were allowed to impress British seamen 
from merchant-vessels — that is, to force them to serve 
on men-of-war. But England had also long claimed the 
right to impress her own subjects when found on ships 
of other nations. Every man born in Great Britain who 
sailed before the mast in an American vessel was liable 
to be seized by an English man-of-war. More than this, 
English naval officers were allowed to judge whether a 
man was a native of England or not, and thousands of 
natives of America were impressed on British ships. It 
was very exasperating to Americans to have their ships 
stopped on the high-seas and searched, and their citizens 
forced to serve in the navy of a foreign power. But Eng- 
land was all-powerful on the sea, and the United States 
had to bear with such insults or give up sailing ships. 
Interference with Duriug this war bctwcen England and France, which 
shook the whole civilized world, our country tried to be 
neutral. But England wished to interrupt our trade with 
the countries under control of France, while Bonaparte 
issued orders to check our trade with England. The de- 
crees which these two powers issued one after the other 
became so severe at last that our ships could not sail to 
any port without the greatest danger of being seized by 



our commerce. 



BEGINNING OF THE SECOND WAR WITH ENGLAND. 



241 



the cruisers of one or the other power. As the English 
were much stronger at sea than the French, they did us 
the more harm. 

If our country had been strong, it would not have The embargo 

of 1807. 

borne such outrages, but it was then far from being pre- 
pared for a war with England. President Jefferson was 
very anxious to avoid war, and to go on paying off the 
debt of the country, which was his leading purpose. 
The President thought that the United States might get 
the offensive decrees repealed by stopping all its trade 
with the outside world. An act was therefore passed in 
December, 1807, forbidding the departure of vessels from 
American ports. This was known as " The Embargo of 
1807," or " Jefferson's Embargo." The embargo was the 
only very unfortunate act of Jefferson's administration, 
which, up to this time, had been most popular. It was 
like destroying our own commerce to keep others from 
ruining it. While our ships rotted in port, English ships 
got the trade we had lost. New England and New 
York suffered heavily by the destruction of their com- 
merce, and there were even some hot-headed people in 
the Eastern States who talked of dissolving the Union. 
The embargo was called a " terrapin policy," as 
though the country had pulled its head and feet into 
its shell, as a terrapin does when frightened. The em- 
bargo lasted about fourteen months. The law was re- 
pealed in 1809. 

In 1808, James Madison, of Virginia, was elected to Election of 
succeed Jefferson. He was the candidate of the Repub- '^^'^'^°"' ^^• 
lican, or Democratic, party, for, notwithstanding the un- 
popularity of the embargo, the Federalist party was 
now so much in the minority that it carried but a little 



242 



BEGINNING OF THE SECOND WAR WITH ENGLAND. 




'^N 



GEORGE CLINTON. 

Indian war in 
the Northwest. 
Battle of Tippe- 
canoe, 1811. 




Tecumseh and "the Prophet." — 
These two Indians were brothers, bom at 
the same time, and of the Shawnee 
tribe. Tecumseh was a warrior, while 
his brother wrought upon the supersti- 
tions of the Indians by falling into trances 
and pretending to be a prophet. He 
carried about a string of sacred beans and 
other objects of reverence. He and Te- 
cumseh deserted their own tribe and set- 
tled on the Wabash, where the fame of 
the prophet's visions drew multitudes of 
Indians from various tribes to him. 
When any chief or other influential man 
opposed the schemes of the brothers, the 
Prophet had influence enough to have 
him put to death for witchcraft. Tecum- 
seh took the extreme ground that all the 
country belonged to all the tribes in 
common, and that the tribes who had 
sold their lands to the white men had 
done what they had no right to do. He 
wished to force the government to give 
up all lands north of the Ohio. He 
traveled from tribe to tribe, trying to 
form a confederacy of all. The battle 
of Tippecanoe was fought in his absence, 
and the defeat of the Indians there de- 
ranged his plans. But the successes of 
the British in the Northwest revived his 
scheme. He was made a brigadier-gen- 
eral in the British army, and at the sur- 
render of Detroit the British general 
Brock put his own scarf on Tecumseh as 
a mark of distinction. The wily Shaw- 
nee, though fond of this decoration, put 
the scarf on Round Head, an older war- 
rior of the Wyandott tribe. Tecumseh 
was killed at the battle of the Thames, 
in Canada, in 1813. He was one of the 
ablest men produced by the Indian race, 
and it is to his credit that he never 
countenanced the barbarous custom of 
torturing prisoners. 



"THE PROPHET. 



over one fourth of the elec- 
toral vote. George Clin- 
ton, of New York, was 
elected Vice-President. 

In 18 II the irritation 
of the American people 
against England was in- 
creased by the outbreak 
of an Indian war in the 
Northwest. It was be- 
lieved that English agents 
furnished arms to the In- 
dians and encouraged their 
hostility to the settlers. 
The Indians were at this 
time under the control of 
the great Shawnee chief 
Tecumseh and his broth- 
er, who was called " the 
Prophet," and who pre- 
tended to speak by inspi- 
.,-_ ration. In July, 
181 1, General Har- 
rison, Governor of 
Indiana Terri- 
tory, fought a 

battle with the Indians at Tippecanoe and 
defeated them. Tecumseh, who was absent 
when this defeat took place, afterward en- 
tered the British service. 

In June, 1812, the United States declared 
war against England. Preparations were im- 



BEGINNING OF THE SECOND WAR WITH ENGLAND. 



243 



mediately made for invading Canada ; but the Amer- 
icans had rushed into war without being ready, and 
they met nothing but disaster at first. 

The Canadian authorities, on the other hand, had Declaration of 

war, 1812. Eng- 

taken every precaution against invasion. The first blow lish successes, 
was struck by them in the far-off wilderness. Fort 
Mackinaw, on an island in the straits between Lake 
Michigan and Lake Huron, was captured by a force of 
English and Indians before the American commander 
there had heard of the declaration of war. This removed 
all restraint from the already hostile savages of the up- 
per country, and gave to the English the support of the 
Indian tribes. 

General Hull, who had been sent to invade Canada surrender of De- 

. troit by General 

by way of Detroit, was now an old man, unfit to com- huii. 
mand. He showed dullness and timidity, and when 
attacked in Detroit by a force of English, Canadians, 
and Indians, he surrendered that post on the i6th of 
August, to the great grief of his troops and the indig- 
nation of the whole country. 



the 



In what war was 
English government in- 
volved during Jefferson's 
administration ? What had 
Napoleon made himself ? 
What had he conquered ? 
What had England great 
need of ? How did the 
English navy get sailors? 
Could an English seaman 
escape by embarking on 
the ships of another nation ? 
Did he escape if he was 
naturalized in another country ? Who was allowed to judge whether a 
seaman was an Englishman or not ? What happened to many Amer- 

^7 




Questions 
for study. 



244 



BEGINNING OF THE SECOND WAR WITH ENGLANr». 




ican seamen ? Why could not our country resist such insu. _ i^ us 
flag ? What part did the United States wish to take in this war that 

shook the civilized world ? What did England do against our trade ? 
What did France do? Which nation did us the more harm, England or 
France ? Why did England hurt us the more ? What was Jef- 

ferson's favorite purpose at this time ? How did he think the country 
should proceed to get the decrees of England and France repealed ? 
How was all our trade with the outside world to be stopped ? What 
was this Embargo Act called ? What was the effect of the embargo in 
regard to our trade ? What was its effect on New York and New Eng- 
land? What kind of a policy was it called? Why a terrapin policy? 
How long did the embargo of 1807 last? Who was chosen 

President in the election which took place in 1808? From what State 
did Madison come ? What party elected Madison ? Who was chosen 
Vice-President ? What increased the irritation of the American 

people against England in 181 1 ? What connection had the Indian war 
with our quarrel with England ? Who controlled the hostile Indians at 
this time ? To what tribe did Tecumseh originally belong ? What was 
his brother called ? Why was he called " the Prophet " ? Who fought 
a battle with the Indians at Tippecanoe? In what year did the 

United States declare war against England ? How well were the Ameri- 
cans prepared for this war ? What befell them at first ? What 
had the Canadian authorities done with respect to the war ? W^here 
did they strike the first blow? What effect did the capture of Mack- 
inaw by the British have on the Indian tribes ? 
What general was sent to invade Canada by way 
of Detroit ? What kind of a man was he ? What 
did he do when attacked ? How did his troops feel 
about the surrender ? How did the countr>' feel ? 

I. The search of American ships and the impress- 
ment of sailors. 
II. The interruption of our trade by unjust de- 
crees. 

III. Jefferson's embargo, 1807 1809. 

IV. Election of Madison. 
V. War with Tecumseh. 

VI. Declaration of war with England. 
VII. Fall of Fort Mackinaw. 
\TII. Surrender of Detroit. 

Where is Tippecanoe ? In what direction from Louisville ? Where is Detroit ? 
In what direction is Mackinaw from Detroit ? 

Schouler's "History of the United States." Hildreth's "History of the United 
States." McMaster's " History of the American People." Mrs. Seelye's "Tecumseh." 



THE NAVY IN THE WAR OF l8l2. 



245 




JAMES MADISON. 



CHAPTER XLI, 
The Navy In the War of 1812. 

President Madison was re- 
ally averse to the w^ar, and he 
was a vacillating leader. The 
generals appointed at first were 
mostly Revolutionary officers, too 
old to be good commanders. 
They were selected for political 
reasons. The soldiers were high- 
spirited, but undisciplined. They 
sometimes refused to obey a dis- 
agreeable order, or to follow an 
unpopular commander ; sometimes 
they turned about and went home. They even threat- 
ened the life of a general whom they thought guilty 
of cowardice. 

The main purpose of the government at the begin- 
ning of the war had been to invade Canada. But the old 
General Dearborn, who had command of the army on 
the Canadian frontier, was inefficient. The troops were 

brave, and some of the 

officers distinguished them- 
selves in various battles, 
but the conquest of Can- 
ada proved a difficult task. 
Old General Hull, as we 
' nve seen, contrived to 
lose Detroit and the whole 
Northwest. 



Bad state 
of the 
army. 



James Madison. — Madison, the 
fourth President, was born in Virginia in 
1751, During the Revolution he was a 
member of the Virginia Legislature, and 
later a member of Congress. He was a 
member of the convention that framed 
the Constitution of the United States, 
and one of the abiest advocates of its 
adoption. He was Secretary of State in 
Jefferson's administration, and succeed- 
ed Jefferson as President, serving two 
terms. He retired from the presidency 
in 1817, and died in 1836. 



Attempt to in- 
vade Canada. 



246 



THE NAVY IN THE WAR OF l8l2. 



Neglect of the 
navy at the be- 
ginning of the 
war. 



Naval victories 
over the Guer- 
riere, the Frolic, 
the Macedonian, 
and the Java. 



The old Republican party of that day, which was the 
party advocating the war, had always professed a dis 
like for a navy. In preparing for war, the whole reli- 
ance had been upon the army, and the little navy had 
been neglected. The success of our soldiers was not 
doubted, but it seemed folly for a few ships to encoun- 
ter the navy of Great Britain, which was then com- 
pletely " mistress of the seas." Yet in the first vear of 




CONSTITUTION AND GUERRIERE. 



the war the failures of the army under weak officers 
were overwhelming, and the country was only saved 
from complete discouragement by the bold triumphs of 
the daring little navy. 

The powerful English frigate Guerriere [geh-re-air] 
was utterly disabled and captured in an hour and ten 
minutes after she had engaged the American frigate 
Constitution. This gave the greatest pleasure, because 
the defeat of an English man-of-war on the ocean was up 



When the frigate United States capt- 
ured the British frigate Macedonian, a 
young officer, who bore the official report 
of the victory to the capital, entered a 
large public assembly, escorted by two 
other officers, and presented the ensign 
of the Macedonian to Mrs. Madison, the 
wife of the President. The assembled 
guests cheered and wept with enthusi- 
asm, while the young officer's mother 
and sisters, who were present, embraced 
him, delighted that he had come safely 
out of the battle. 




THE NAVY IN THE WAR OF l8l2. lA? 

to that time almost unheard 
of. Quickly after this tri- 
umph came that of the 
sloop-of-war Wasp over 
the English sloop Frol- 
ic. One of the most 
notable captures was that 
of the Macedonian by the 
frigate United States, under 
command of Stephen Decatur, the same who, as a 
young man, had captured and set fire to the Phila- 
delphia, under the batteries of Tripoli (page 229). The 
year was closed by the capture of a fourth man-of-war, 
the frigate Java. This was effected by the Constitution, 
which was nicknamed " Old Ironsides." Under three 
different commanders this ship won brilliant victories in 
the war. 

There were other victories than these we have men- courag« of Amer- 
ican seamen in 

tioned, and some defeats, but the prowess of American battle, 
seamen excited admiration everywhere. It was a war 
for sailors' rights, and the sailors were deeply interested 
in it. The adventurous character of American life in that 
day had developed a spirit of personal daring well suited 
to naval warfare. Such was the emulation of officers that 
in boarding an enemy's ship they actually pulled one an- 
other back in some instances, so eager was every one to 
get over the side of the hostile vessel first. One Ameri 
can seaman on the Constitution, in her battle with the 
Java, remained on deck in a dying condition until the 
enemy surrendered, when the poor fellow raised himself 
with one hand and gave three cheers, and, falling back, 
expired. 




248 



THE NAVY IN THE WAR OF l8l2. 



Death of Law- 
rence. 




Admiration for 
the navy. 



Battle of Lake 
Erie, 1813. 




There were many affecting examples of courage in 
these contests. In the losing fight of the Chesapeake 
with the Shannon, when Captain Lawrence was car- 
ried below mortally wounded, he said, " Don't give 
up the ship ! " These words became a battle-cry in 
the navy, and a watchword for brave men in diffi- 
cult circumstances from that time to this. 

The exploits of a little nav}-, pitted against 
the greatest maritime power the world had ever 
seen, set the people wild. When the commanders 
of successful vessels returned to port, cities welcomed 
them with banquets, State Legislatures voted them 
swords, and the general government struck medals in 
their honor. 

A little fleet was launched on Lake Erie in 1813, and 
its officers and men v/ere anxious to rival the glory of 
the American ships at sea. In the battle of Lake Erie, 
fought this year. Commodore Perry hung up for his 
signal " Don't give up the ship ! " the dying words of 
Lawrence. When his flag-ship was riddled and disabled 
by the enemy, he got into a small boat and was rowed 
to another vessel, standing upright while the enemy was 
raining shot about him. Reaching the ship Niagara, he 
sailed down on the British line and broke it, and at 
length compelled the whole fleet to surrender. 
" We have met the enemy, and they are ours — two 
ships, two brigs, one schooner, and one sloop," 
Perry wrote to General Harrison at the close of 
the battle. 

A similar engagement took place on Lake 

Champlain. While the battle of Plattsburg was 

raging on the land, the British squadron, superior 



THE NAVY IN THE WAR OF l8l2. 



249 



in men and guns, attacked the American ships under Battle of Lake 

»T 1 1 T^i 1 1 1 1 1 1 Champlain, 1814. 

Macdonough 1 he battle lasted two hours and twenty 
minutes, and resulted in the surrender of the English 
ships. So severe was the fight, that not a sound mast 
was left in either squadron — the masts were splinters 
and the sails were rags. 

Many private vessels were fitted out under authority 
of the government as privateers. These scoured the 
seas, and captured or destroyed above sixteen hundred 
British ships. The seamen on them fought with the same 
splendid courage as their brethren in the navy. The 
swiftest of these privateers were " Baltimore clippers." 




MACDONOUGH. 

Privateers in tho 
■War of 1812. 



How was the country prepared for the War of 181 2? What kind Questions for 
of a leader was President Madison ? Of what sort were the generals ^'" ^* 
selected at first ? For what reasons were they chosen ? What was the 
character of the soldiers ? In what way did they show their lack of dis- 
cipline ? What was the main purpose of our government at the 
beginning of the war ? Who was in chief command of our troops on the 
Canadian frontier ? What kind of a general was he ? What had Gen- 
eral Hull contrived to do ? How did the old Republican party of 
that day feel about a navy ? What was thought of the chance for success 
with our little navy? How was the country saved from 
discouragement in the first year of the war ? What 
ship of ours captured the Guerriere ? Why did this vic- 
tory excite pleasure and surprise in America ? What 
commander captured the Macedonian ? How had he dis- 
tinguished himself when he was young? What victory 
closed the year ? What nickname was given to the frigate 
Constitution ? What is said of the prowess of 
American seamen ? Why were sailors interested in the 
War of 1 81 2? What effect had the adventurous nature 
of American life in that day on the character of Amer- 
icans ? How did officers show their eagerness for dis- 
tinction in boarding an enemy's ship ? What anecdote is 
told of a dying seaman ? What did Captain Law- 
rence, of the Chesapeake, say when he was mortally 
wounded ? What effect did these words have on the 
navy ? Have they been of use to others since that time ? 




250 



THE NAVY IN THE WAR OF l8l2. 



Geography. 



What kind of a maritime power was Great Britain at this time? 
What was the effect of the naval victories on the American people ? 
How were the successful commanders treated ? What motto did 

Commodore Perry show on his ship in the battle of Lake Erie? What 
did he do when his flag-ship was disabled ? What did he write to Gen- 
eral Harrison when the battle was over ? Who comm.anded the 
American ships in the battle of Lake Champlain ? What battle was 
raging on the land at the same lime ? What was the result of the fight 
on the water? What was the condition of the ships at its close? 

How many British ships were destroyed during this war by priva- 
teers? What is the difference between a privateer and a ship of war? 

What sort of ships were the fastest of 
these vessels ? 

I. Failures of the army at first. 

II. Successes of the navy on the seas. 
HI. Courage of American seamen. 
IV. Exultation at naval victories. 

V. The battle of Lake Erie. 
VI. The battle of Lake Champlain. 

Describe Lake Erie. What States touch it ? Describe Lake Champlain. What is 
west of it ? What State on its eastern shore ? What province at its northern end ? 

Cooper's "History of the United States Navy." Schouler's "History of the 
United States." Hildreth's " History of the United States." 




CHAPTER XLIL 



The Army in the War of 1812. 



Harrison ap- GENERAL WINCHESTER, also a veteran of the Revolu- 

pointed to com- 
mand the North- tioH, was appointed to succeed General Hull, after the 

western army. iix-»'t-»it7- 

latter had surrendered Detroit. But the Kentuckians, 
who formed the most important element in the North- 
western army, were unwilling to serve under anybody 
but Harrison, the hero of Tippecanoe, and the govern- 
ment yielded to their wishes. 
Defeat of Win- General Winchester, who commanded a part of Harri- 

chester on the 

river Raisin, 1813. sou's army, was defeated on the river Raisin, in Michi- 



THE ARMY IN THE WAR OF l8l2. 



2j:i 



When Proctor, whose force was much 
stronger than Harrison's, sent a demand 
for the surrender of the fort, Harrison 
answered, " Tell General Proctor that, if 
he shall take the fort, it will be under 
circumstances that will do him more 
honor than a thousand surrenders." 



gan. He surrendered his men to the British general, 
Proctor, a very brutal man, who, to his eternal infamy, 
left the wounded Americans to be massacred and plun- 
dered by the Indians of his army. The Americans were 
roused to revenge, and the war-cry of the enraged West- 
ern troops became, " Remember the river Raisin ! " 
In the spring of 1813, General Proctor, with a great 

force of English soldiers 
and Indians under Tecum- 
seh, laid siege to Harrison's 
little army in Fort Meigs. 
Harrison and his troops 
contrived to thwart every 
endeavor to capture the fort until re-enforcements 
arrived, when the enemy gave up the siege and retired. 

In the summer follow 
ing, Fort Stephenson, a 
weak stockade with a sin- 
gle six - pound gun, was 
brilliantly defended by a 
young Kentucky officer 
named Croghan, with only 
a hundred and sixty men, 
against a force many times 
as strong, commanded by 
General Proctor. 

In September, 1813, 
Perry's victory on Lake 
Erie was won (see page 
248). This turned the scale, 
and opened the way for a 
forward movement by Gen- 



Croghan was only twenty-one years 
old, and Harrison wished him to abandon 
the post. The English tried to persuade 
Croghan to surrender to avoid a massa- 
cre, but the answer was that when the 
fort should be given up there would not 
be found a man alive in it. Croghan 
shifted his six-pounder from one angle 
to another, to give the impression that 
he had several heavy guns. When the 
fort was assaulted at its weakest part, 
the Kentucky riflemen opened a deadly 
fire. But the brave English soldiers at 
length reached the ditch, and began 
to chop down the stockade. The six- 
pounder, which had been double-loaded 
with grape-shot and slugs, and concealed 
where it covered the whole ditch, was 
suddenly fired. Hardly a man of the as- 
sailing party escaped, and the English 
army retreated the next morning. Dur- 
ing the night which followed, Croghan's 
men, not daring to open the gate, let 
down water to the wounded Englishmen 
outside, and at length, by means of a 
trench, brought them in and cared for 
them. 



Siege of Fort 
Meigs by Proctor 
and Tecumseh, 
1813. 




INFANTRYMAN, 
1812-1834. 



Croghan's gallant 
defense of Fort 
Stephenson, 1813. 



Battle of the 
Thames ; death of 
Tecumseh, Octo- 
ber, 1813. 



252 



THE ARMY IN THE WAR OF l8l2. 




In Harrison's general orders in start- 
ing for Canada after Perry's victory he 
said : " Kentuckians, remember the river 
Raisin ! but remember it only while 
victory is suspended. The revenge of a 
soldier can not be gratified upon a fallen 
enemy." 



DRESS OF A FRENCH 

CANADIAN ABOUT THAT 

TIME. 



Attempts to con- 
quer Canada not 
successful. Bat- 
tle of Lundy's 
Lane, 1814. 




FRENCH CANADIAN 
WOMAN. 



English attempt 
to invade the 
United States, 
X814. 



eral Harrison's army. Har- 
rison retook Detroit, crossed 
into Canada, and pursued 
Proctor's army, which he 
overtook at length on the 
river Thames. In a short 

and sharp battle, fought here on the 5th of October, 
1S13, Harrison defeated Proctor and his Indian allies. 
The brave chief Tecumseh was killed in this battle, and 
the English army was utterly routed. Proctor, dread- 
^^ ing the revenge of the Americans for his cruelties, 
ran away in a carriage. The battle of the Thames, 
and the death of the warlike Tecumseh, broke up the 
confederacy of the Indian tribes, and brought peace 
to the frontier. 

Though Harrison and his Westerners succeeded so 
well, the attempted invasion of Canada to the eastward 
proved a failure under the lead of the feeble old generals 
who had survived from the Revolution. But the rise 
of young generals — Brown, Scott, and Ripley — to com- 
mand changed the aspect of affairs, and an invasion of 
Canada was made in the summer of 18 14. Fort Erie was 
taken, and the battle of the Chippewa was won by the 
Americans early in July. The battle of Lundy's Lane 
was stubbornly contested, and lasted till midnight. The 
Americans were left in possession of the field, but the 
next day they retreated. Before winter set in, the AmxCri- 
cans retired to their own side of the Niagara River. 

The English, having now peace in Europe, had been 
able to send re-enforcements to Canada, and in this 
same summer of 18 14 they attempted an invasion of 
the United States, by Lake Champlain, the way so often 



THE ARMY TN THE WAR OF l8l2. 2^^ 

traveled before by French and English expeditions. But 
the naval victory won near Plattsburg by Commodore 
Macdonough (see the preceding chaptei;:), and the re- 
sistance made by the Americans in the battle of Platts- 
burg, fought at the same time, turned the British back 
again. ' " - 

But the British invasion, by way of Chesapeake Bay, Battle of Bia- 

riTA r^ iT->''ii 11 densburg ; fall of 

was more successful In August, 1814, the British landed Washington, 1814. 
in Maryland an army stronger than any that could be 
brought to meet it. On the 24th of August a battle was 
fought at Bladensburg [bla'-dens-burg], in Mary- 
land, which resulted in a victory for the English, 
who entered Washington, and burned the Capitol 
and most of the public buildings. The same force 
that had taken Washington attacked Baltimore by 
land and water, but the vigorous defense of that 
place forced the British to retire. It was during ner of isu. after 1795 

■*■ THE FLAG HAD FIFTEEN S' 

this conflict that the song called " The Star-Spangled ^-^-o *s many stripes, until 

*^ i c» ,g,g^ WHEN THE STRIPES WERt 

Banner " was written. reduced to thirteen again. 

WITH AS MANY STARS AS STATES. 

The persuasions of Tecumseh and his brother, 
the Prophet, had raised up a war party among the Creek war with the 

Creeks. 

Indians, who dwelt mostly in southern Alabama. A large 
part of the nation, under the lead of a half-breed chief 
named Weathersford, or " Red Eagle," made war on 
their white neighbors and on the Indians of their own 
tribe who were disposed to be friendly to the United 
States. British agents supplied these Indians with arms. 
Weathersford, like Tecumseh, had a prophet to help 
him, who had been initiated into the office by Tecum- 
seh's brother. This chief, also, discouraged the bar- 
barities of the Indians, but he could not restrain them, 
and cruel outrages of torture and massacre took place. 




THE STAR-SPANGLED BAN- 
NER OF ISU. AFTER 17 
THE FLAG HAD FIFTEEN STARS 



254 



THE ARMY IN THE WAR OF l8l2. 



Overthrow of the 
Creeks ; rise of 
General Jackson. 



Jackson seizes 
Pensacola. 




MAJOR-GENERAL, 1812. 



Jackson's victory 
at New Orleans, 
January 8, 1815. 



Peace of Ghent, 
idi4. 



General Jackson, then an officer of the Tennessee 
militia, led a force into southern Alabama, and, after 
conquering the greatest difficulties and fighting many- 
bloody battles, he broke the power of the Creeks, so that 
Weathersford himself entered Jackson's tent and surren- 
dered. This was in April, 1814. Jackson, from being a 
commander of volunteers, was now made a major-gen- 
eral, and put in command of the troops in the Southwest. 

Florida was at this time in the possession of Spain, 
which was at peace with the United States. But that 
power was secretly in sympathy with England, and 
Enghsh troops made Pensacola, in Florida, a base of 
operations against Mobile. With his usual fiery zeal, 
Jackson marched into Spanish territory, captured Pensa- 
cola, and dislodged the British. He then retired. 

Jackson hastened to New Orleans, which was soon 
threatened by a large British force. With an energy 
unsurpassed perhaps in modern history^ he formed an 
army out of the men and material within his reach, 
and built defenses against the British approach. He 
formed companies of free colored men, and he even took 
the convicts out of prison to make soldiers of them. 
After several preliminary battles, the English endeavored 
to carry Jackson's works by storm on the 8th of January, 
181 5. But Jackson's preparations were so thorough, 
that the enemy was repulsed with a frightful loss of 
twenty-six hundred men. The Americans lost but eight 
killed and thirteen wounded. Sir Edward Pakenham, 
the British commander, was killed, and the attack on 
New Orleans was abandoned. 

When this battle was fought, peace had already been 
made, but the news had not yet reached this country. 



THE ARMY IN THE WAR OF l8l2. 



^5S 



The treaty of peace was signed at Ghent [pronounce 
G hard], in Belgium, on the 24th of December, 1814. 
By the terms of this treaty, neither Great Britain nor 
the United States gained anything. The right of search- 
ing American vessels was not mentioned in the treaty ; 
but the war had shown Great Britain that the right to 
search could no longer be maintained against a spirited 
nation, and American ships have never been searched 
from that time to this. 

The war had caused a great deal of suffering and suffering caused 

by the war. 

misery in this country, by the derangement of business, 
the destruction of property, and the loss of life. The 
news of the peace was hailed with the greatest delight. 



Who was appointed to succeed Hull in command of the Northwest- 
ern army.'' What post had Hull surrendered? Were the soldiers willing 
to serve under Winchester? Whom did the Kentuckians desire to have 
for commander? Of what battle was Harrison the hero? (Against 
whom was the battle of Tippecanoe fought ?) In what State is the bat- 
tle-ground of Tippecanoe ? Where was General Winchester de- 
feated ? In which of the States as since formed is the river Raisin ? 
To what British general did Winchester's troops sur- 
render ? What took place after the surrender ? What 
was the war-cry of the Western troops after this ? 

To what fort did General Proctor lay siege in 
the spring of 1813 ? Who commanded the Indians in 
this siege ? What was the result of this siege ? 

Who defended Fort Stephenson ? What was the 
result of this defense ? What did Harrison do 

after Perry's victory ? Where did Harrison overtake 
Proctor's army ? What was the result of the battle 
of the Thames ? What chief was killed here ? What 
effect on the Indians did the defeat of the English 
and the death of Tecumseh have? How did 

the attempted invasion of Canada to the eastward 
succeed? What effect did the rise of younger gen- 
erals have ? What battle lasted until midnight ? 
Who held possession of the field ? Did the Amer- 



Questions for 
study. 




256 



THE ARMY IN THE WAR OF l8l2. 




icans remain in Canada? By what road did the 

English attempt to invade the United States? Had 
this road been used before for invasion ? (see pages 
123 and 178). What naval officer commanded in the 
battle of Lake Champlain during this invasion ? (see 
the preceding chapter). What was the result of the 
defeat on the water and the resistance offered at the 
same time in the battle of Plattsburg ? What 

British invasion was more successful ? What battle 
was fought during this invasion ? In what State is 
Bladensburg? Who won the victory in this battle? 
What happened in Washington afterward ? What 

other city was attacked during this invasion ? W^as 
it taken ? What well-known song was written during this attack ? 
What had raised a war party among the Creek Indians ? What 
chief led them? W^here did they get supplies of arms? In what 
respects was Weathersford like Tecumseh ? Did he succeed in re- 
straining his savages ? Who led a force against the Creeks ? 
Where were the Creeks settled ? What came of Jackson's war with 
them ? What nation possessed Florida at this time ? What 
led Jackson to march on Pensacola ? What did he accomplish by 
this? When New Orleans was threatened, what did Jackson do? 
What happened on the 8th of January, 181 5, when the British attacked 
Jackson's works? Where was the treaty of peace Tiade ? What 
is said of the terms of this treaty ? What is said of the claim to search 
American vessels ? What was the effect of the war in America?- How 
was the news of the peace received ? 

I. Harrison and the war in the Northwest. 

1. Harrison put in command. 

2. The defeat and massacre on the river Raisin. 

3. The siege of Fort Meigs. 

4. The defense of Fort Stephenson by Crog- 
han. 

5. The invasion of Canada and the battle of 
the Thames. 

II. The war on the Niagara frontier and eastward. 

1. Failure of old generals. 

2. Invasion of Canada under new officers. 

3. Invasion of the United States by way of 
Champlain. 

III. Invasion by way of the Chesapeake. 
a. Bladensburg. i>. Washington, c, Balti- 
more. 




THE ARMY IN TfTE W l OF l8l2. 



^^1 



IV. Jackson and the war in 

the Southwest. 

1 . War with the Creeks. 

2. Invasion of Florida. 

3. Defense of New Or- 

leans. 

V. The peace. 

I. Harrison's campaign : In what 
States and what part of each State are 
the sites of — the battle on the river 
Raisin ; Fort Meigs ; Fort Stephenson ; Detroit ? Where is the site of the battle 
of the Thames ? 2. Campaign on the Niagara frontier : Where was Fort Erie ? 
Lundy's Lane ? 3. The Eastern campaign : Where is Plattsburg ? 4. In what 
State is Bladensburg ? What direction from Washington ? By what bay would 
ships approach Baltimore ? 5. Jackson's campaign : Where is Pensacola ? In 
what direction from New Orleans ? On what river is New Orleans ? By what sheet 
of water did the British approach it ? 

Hall's " Life of Harrison." Mrs. Seelye's " Life of Tecumseh." Lossing's " War 
of 1812." Parton's "Life of Jackson." G. C. Eggleston's " Red Eagle." 




Geography. 



Books. 



CHAPTER XLIII. 
Expansion of the Union. 

Let us now go back to the period immediately fol- Vermont ad- 
mitted as the 
lowing the adoption of the Constitution, and trace the fourteenth state, 

birth of new States. The first State admitted was 

Vermont. The territory which now forms Vermont 

was claimed by New Hampshire, which granted the 

land to settlers. For this reason it was called " The 

New Hampshire Grants." New York claimed it also, 

and tried to make the people buy their lands over 

again. But the " Green Mountain Boys " kept up an 

independent government of their own throughout the 

Revolution. In 1791 the State was admitted under 

the name of Vermont, a word of French derivation 

meaning " Green Mountain." 




GENTLEMAN'S RIDINQ- 

0RES8, EARLY PART OP 

THE CENTURY. 



258 



EXPANSION OF THE UNION. 



Kentucky, the 
fifteenth State, 
1792. Tennessee, 
the sixteenth, 
1796. 




HAIR DRESSED LIKE 
HELMET, ABOUT 1806. 



Ohio, the seven- 
teenth, 1803. 



l^ouisiana, the 
eighteenth, 1812. 




TURBAN HEAD-DRESS, 

WORN EARLY IN THIS 

CENTURY. 



Kentucky was a part of Virginia, and was settled by 
Virginians, who took with them their slaves, their agri- 
cultural habits, and their military spirit. With the con- 
sent of Virginia, Kentucky was separated from that State 
and admitted to the Union in 1792. The people of this 
country have generall}/ emigrated in pretty straight lines 
to the westward. As Virginians broke over the mount- 
ains into Kentucky, so North Carolinians crossed into the 
valleys of Tennessee. North Carolina gave up her right 
to the territory west of the mountains soon after the Con- 
stitution was formed, and what is now Tennessee was 
part of the Southwestern Territory, until it was admitted 
to the Union in 1796. 

These two States, Kentucky and Tennessee, had 
slaves. But the Ordinance of 1787, as we have seen 
on page 232, did not allow slaveholding in the terri- 
tory north of the Ohio River ; so that all the States 
formed out of that territory were free States from the 
beginning. In the two years following the passage of 
this ordinance, twenty thousand people made their way 
down the Ohio River. But the Indian wars checked 
the settlement of the country until after Wayne's vic- 
tory (see page 217). Ohio was admitted to the Union 
February 19, 1803.* 

It was more than nine years before another State was 
admitted. In 181 2 the southern part of the great terri- 
tory bought from France was admitted, under the name 
of Louisiana — the name at first given to the whole. 
Thus, when the War of 1812 began, the old Union of 
thirteen States had increased to eighteen. 

* This is the correct date, according to late investigations. 



EXPANSION OF THE UNION. 



259 



The second war with England, and particularly the 
naval battles and the crushing defeat which Jackson in- 
flicted on the British troops at New Orleans, made the 
United States respected in Europe as it had never been 
before. Emigrants began to flock to America. The 
peace with the Indians caused the Mississippi Valley, 
then called " The Far West," to fill up rapidly. In more 
than thirty years after the Revolution, only five States 
were added to the Union ; but the next six States were 
admitted in six successive years — Indiana, next west of 
Ohio, in 18 16. The defeat of the Creeks had opened the 
Southwest ; and the new State of Mississippi, between 
Tennessee and Louisiana, was admitted in 1817. Illinois, 
west of Indiana, was admitted in 1818 ; and Alabama filled 
the gap between Mississippi and Georgia in 18 19. In 
1820 the District of Maine, long attached to Massachu- 
setts, though separated from it geographically, was ad- 
mitted as an independent State. 

By 1820, therefore, all the territory east of the Missis- 
sippi except the extreme northern portion, now included 
in Michigan and Wisconsin, had been made into States, 
and the State of Louisiana had been made out of the 
territory which had been bought from France. But, 
by this time, a new State on the west of the Missis- 
sippi River was knocking at the door of the Union. 
This was Missouri. Over the admission of this State 
there was a great debate, lasting through three sessions 
of Congress 

The cause of this debate was the fact that Missouri 

proposed to come in as a slave State. The bringing of 

slaves into the United States had been forbidden in 1808. 

The States north of the southern line of Pennsylvania 

18 



Rapid expansion 
after the war. 
Indiana, the nine- 
teenth, 1816. 
Mississippi, the 
twentieth, 1817. 
Illinois, the 
twenty-first, 1818. 
Alabama, the 
twenty-second, 
iSig. Maine, the 
twenty-third, 
1820. 




OPERA HEAD-DRESS, 

EARLY IN THE 

CENTURY. 



Debate over the 
application of 
Missouri. 




EVENING DRESS IN 
JEFFERSON'S TIME. 



26o 



EXPANSION OF THE UNION. 



State of the 
slavery question. 




CHILD'S DRESS IN THE 

EARLY YEARS OF THE 

19th century. 



Missouri brings 
up a new phase 
of the question. 




WALKING-COSTUME, 
1807. 



The Missouri 
Compromise. 
Missouri the 
twenty-fourth 
State admitted, 
1821. 



had all, before 1820, taken measures to free their slaves. 
The States south of the southern line of Pennsylvania, 
having much of their wealth in slaves, and cultivating 
crops that seemed to require their labor, had by this time 
mostly given up the thought of freeing their slaves. So 
that there were now two classes of States in the Union: 
free States and States having slaves. Each of these 
divisions of the Union was afraid that the other would 
get control of the country. It had usually been the 
custom, in admitting new States, to bring in one from 
the North and one from the South, to keep the bal- 
ance good. 

But Missouri brought up a new question. According 
to the Ordinance of 1787, the States north of the Ohio 
had all come in as free States ; but those to the south of 
that river had been allowed to enter as slaveholding 
States. Louisiana had been purchased as slaveholding 
territory, and was admitted as a slave State. But now 
the question arose whether all the great region bought 
from France was to be added to the Southern side of 
the scale. Missouri was west of the Mississippi, and 
so far north as to seem to break into the line of free 
States. 

Most of the people at the North wished all the new 
territory made into free States ; most of the people at 
the South wished to have it all open to settlement by 
Southern people with slaves. The question was finally 
decided by letting Missouri come in as a slave State, but 
slavery was at the same time forever forbidden in the 
rest of the territory north of the southern line of Mis- 
souri. Thus all the territory to the north and west of 
that State would be free. This was known as the Mis- 



EXPANSION OF THE UNION. 



261 



souri Compromise. It was adopted in 1820, and Missouri 
was finally admitted in 1821. Henry Clay, the most 
famous of the orators and political leaders of the day, 
was very active in promoting this measure. 

The " Old Thirteen" had now grown to twenty-four. Growth ofpopu- 

T-'i • r 1 • • 1 • 1 lation. 

The expansion of the nation in population and wealth 
was very rapid. In 1820 there were more than nine 
and a half million people in America. This was about 
three times as many as there were when the Revo- 
lutionary War was ended. 



Which was the first State admitted to the Union after the adoption of Questions for 
the Federal Constitution } What was Vermont called before it became a ^^" ^' 
State ? Why was it called the New Hampshire Grants ? What State 
besides New Hampshire claimed Vermont? Why are the people of Ver- 
mont called the "Green Mountain Boys " ? What mountains are there 
in Vermont ? Why was the State called Vermont when it was admitted 
to the Union in 1791 ? Of what State was Kentucky a part? By 

whom was it settled ? What did Virginians take with them when they 
went to Kentucky ? How could Congress admit a part of a State into 
the Union as a new State ? Whose consent was given to it ? In what 
direction have the people of this country generally moved when they emi- 
grated ? From what State did most of the first settlers in Tennessee 
come ? When did North Carolina give up its right to what is now Ten- 
nessee? Was it formed into a State before 1800? What was 
the difference between the States on the south side of the Ohio River and 
those on the north ? Why were there no slaves on the north side of the 
Ohio River ? What is said of the emigration to the Western country in 
the years following the famous Ordinance of 1787 ? Was Ohio admitted 
to the Union before or after 1800? What was the next State ad- 
mitted after Ohio ? How did Louisiana come to belong to the United 
States ? What part of the old French province of that name was admit- 
ted as Louisiana? In what year was Louisiana admitted ? What hap- 
pened to the country in that year ? How many States were there in the 
Union when the War of 181 2 broke out? What impression did 
the War of 181 2 make in Europe ? What battle of that war excited par- 
ticular attention in Europe ? What effect did this have on emigration ? 
What caused the Mississippi Valley to fill up rapidly ? How many States 
were added to the Union in the space of one generation after the Revolu- 



262 EXPANSION OF THE UNION. 

tion, if we count a little more than thirty years as representing a genera- 
tion of people? In 18 16 and afterward for a number of years one State 
was admitted each year : for how many years did this happen ? Of 

all the territory that had belonged to the United States at the close of the 
Revolution — that is, of all the territory east of the Mississippi River — how 
much remained to be formed into States in 1820? What was the first 
State, lying mostly west of the Mississippi, to be admitted to the Union ? 
Was Louisiana admitted before the War of 1812 or afterward? What 
was the next State west of the Mississippi to ask for a place in the 
Union ? (From what country did we get the territory out of which Mis- 
souri is formed ?) Through how many sessions of Congress did the de- 
bate over the admission of Missouri last ? What was the cause of 
this debate ? At what time had the bringing of slaves into the United 
States been forbidden ? What had Pennsylvania and the States north of 
it done about slavery before 1820? Why had the States to the south- 
ward retained their slaves ? How did the two divisions in the Union feel 
about each other ? In bringing States into the Union, how had the 
balance been kept good ? How did the new States north of the 
Ohio differ from those south of that river ? Were there slaves in Louis- 
iana before the United States bought it ? What new question arose 
when Missouri offered tt) come in ? Was the greater part of Missouri 
north or south of the line between the free States and the slave 
States ? What did the Northern people wish regarding the new ter- 
ritory ? How did most of the Southern people feel about it ? How 
le was the question decided? What was this decision called? In what 
year was the Missouri Compromise made ? What statesman took 
ia leading part in promoting it? What had he advocated in 1812? 
To what number had the States increased by this time ? How 
many people were there in the United States in 1820? How many 
times as many as the people at the close of the Revolution, less than 
forty years before ? 

Study by topics. I. States admitted between the adoption of the Constitution in 1787 

and the War of 18 12. 
I. Vermont, 1791. 2. Kentucky. 1792. 3. Tennessee, 1796. 
4. Ohio, 1803. 5. Louisiana, 1812. 
II. States admitted between the second war with England and the 
Missouri Compromise. 
I. Indiana, 1816. 2. Mississippi, 1817. 3. Illinois, 1818. 4. 
Alabama, 1819. 5. Maine, 1820. 
III. Missouri Compromise. 

I. The abolition of the slave trade, 1808. 2. The abolition of 
slavery in the Northern States. 3. Division of the 
States mto two classes. 4. A new question raised re- 



I 



EXPANSION OF THE UNION. 



263 



garding slavery in the territory bought from France. 
5. How the question was decided. 
IV. Expansion of population by 1820. 

On the blackboard, or on a large sheet of manila paper, draw a Blackboard 
map of the Union as it was in 1787, shading the old thirteen States, illustration, 
or tinting them with colored crayons. 
Let the new States mentioned in this 
chapter be put in outline. Then, as each 
State is reached in topical recitation, let 
it be shaded or tinted like the rest, and 
the growth of the Union, step by step, 
will be represented. 




The geographical study with reference to this chapter should have for its first ob- 
ject the acquiring of a definite knowledge of the relative location of each of the new 
States mentioned in the chapter. For this purpose consult the list in the topics above, 
and let a description of the location of each State and its surroundings accompany 
the topical recitation. Fix in the mind by reference to the map the great east and 
west line between the free and slave States in 1820, and the great north and south line 
mostly along the Mississippi, between the territory possessed by the United States 
after the peace with England in 1783 and the territory purchased from France in 
1803. 



Geography. 



264 



FROM MONROE TO VAN BUREN. 




JAMES MONROE. 



Monroe's presi- 
dency ; the era of 
good-feeling. 



Purchase of 
Florida from 
Spain, 1821. 




CHAPTER XLIV. 

From Monroe to Van Buren.— Rise of Whigs and 
Democrats. 

A GREAT part of the expansion of the Union by 
the admission of new States, described in the pre- 
ceding chapter, took place in the presidency of 
James Monroe, who was 
chosen to that office in 
1 8 16. Monroe was a 
man of even temper, 
with very little party 
feeling, and with the 
greatest desire to be just 
and to act wisely. He was 
very popular, and his ad- 
ministration was called " the 
era of good-feeling." The Federal party being now 
almost extinct, Monroe was re-elected in 1820 without 
any opposing candidate. 

Next to the Missouri Compromise, of which we have 
spoken in the preceding chapter, the most remarkable 
event of Monroe's adminis- 
tration was the purchase of 
the Peninsula of Florida 
from Spain. This was com- 
pleted in 1 82 1, and General 
9 Jackson, who had 
seized part of Flor- 



James Monroe, fifth President, was 
born in Virginia in i75<^. As soon as he 
had graduated at William and Mary Col- 
lege, in 1776, he joined the Revolution- 
ary army. He distinguished himself in 
several battles. He was minister to 
France and to England, and was Secre- 
tary of State when Madison was Presi- 
dent. He was inaugurated President 
March 4, 1817, and served eight years. 
After leaving the presidency he was very 
poor. He died in New York on the 
4th day of July, 1831. He was the third 
President to die on the 4th of July. 



SPANISH STANDARD. 



ida during the War 
of 1812, and again 



Florida. — (For the early discovery 
and exploration of Florida, see page 116.) 
French Protestants made a settlement in 
Florida in 1564, but they were nearly all 
cruelly put to death by Spaniards in ist^'5. 
In this year the Spaniards founded St. 
Augustine, the oldest town in the present 
United States. In the treaty of 1763, 
Spain ceded Florida to England. In 
1783 it was ceded back to Spain. In 
1821 It was conveyed to the United States 
by Spain, and in 1845 it was admitted to 
the Union as the twenty-seventh State. 



FROM MONROE TO VAN BUREN, 



265 



in the Seminole War of 18 18, having both times to relin- 
quish it again, w^as now sent to receive the new prov- 
ince from the Spanish governor. 

In 1823 the countries in America to the south of us, Announcement 

I • 1 1 1 1 1 • r o • • • 1 "'^ ^^^ " I^onroe 

which had been colonies 01 Spain, were striving to estab- Doctrine," 1823. 
lish themselves as independent republics, and it was 
feared that an alliance of European nations would help 
Spain to subdue them. President Monroe, therefore, sent 
a message to Congress, in which he announced what has 
always since been known as " The Monroe Doctrine." 
This doctrine was, that the United States would object to 
any attempt on the part of European powers to " extend 
their system " of interference to " any part of this hemi- 
sphere." This was a declaration of independence for the 
whole of America. The United States still maintains the 
principle as stated by Monroe. 

Monroe, who went out of office in 1825, was the last 

President connected with 
the Revolution. 

For want of any issue John Quincy 

Adams elected 

between them, both the old by the House of 

, . 1 -1 . . Representatives 

parties had gone to pieces, ^^ jg^^ 
and new ones were not yet 
formed. There were four 
candidates for the presiden- 
cy in 1824: Crawford, Jack- 
son, Adams, and Clay. No 
one of these got a major- 
ity of the electoral votes, 
and the duty of electing a 
president devolved on the 
House of Representatives. 



John Quincy Adams, the sixth 
President, was the son of John Adams, 
the second President. He was born in 
Braintree, Mass., in 1767. He studied in 
France and Holland, and spent some time 
in Sweden, Denmark, Russia, and Eng- 
land while yet a boy. He graduated at 
Harvard College when he wn twenty 
years old, and studied law. He was at 
various times American minister at the 
courts of Holland, England, Prussia, and 
Russia, and was one of the commissioners 
to negotiate the treaty with England at 
the close of the War of 1812. He was 
Secretary of State in Monroe's Cabinet, 
and President of the United States from 
1825 to 1829. When he quitted the presi- 
dency he did not leave public life, but 
sat in the lower house of Congress from 
1831 to 1848, and this was the most brill- 
iant part of his career. At eighty years 
of age he was still called " The old man 
eloquent." He died in the Capitol at 
Washington in 1848. 



266 



FROM MONROE TO VAN BUREN. 




JOHN QUINCY ADAMS. 



John Quincy Adams, of Massachu- 
setts, was chosen. The administra- 
tion of Adams was a stormy and 
unpopular one. He was extremely 
honest and faithful, but, like his 
father, John Adams, he had no 
gift for winning friends. He could 
not bend to the people ; his cold 
manners and his disregard for 
the opinions of others made him 
enemies, who succeeded in prevent- 
ing his 
re - elec- 
tion. 



Elect 
drew 



ion of An- 
Jackson in 



In 1828 Andrew Jack- 
son, of Tennessee, was 
chosen President, taking 
office in March, 1829. He 
was re- 
elected 
in 1832, 




Andrew Jackson, the seventh Presi- 
dent, was born in North Carolina in 
1767. He joined the Revolutionary 
army in South Carolina when he was but 
fourteen years old. He studied law and 
settled in Nashville, Tenn. He was a 
member of the United Scales Senate and 
judge of the Supreme Court of Tennes- 
see before he became distinguished as a 
soldier. His military achievements are 
told in Chapter XLII. He was President 
from 1829 to 1837. As the first President 
that had risen from the ranks of the com- 
mon people, he was very popular, and 
was supposed to represent the American 
ideas of the time. He was called " Old 
Hickory " by his admirers. He died in 
1845. 



ANDREW JACKSON. 



and held 
office in 

all for eight years. Jackson was 
a man sincerely patriotic and hon- 
est, but self-willed and of a violent 
temper. 

He was the first President who 
turned out of government office the 
men who were opposed to him, ap- 
pointing his own friends in their 
places. He vetoed a great many 



FROM MONROE TO VAN BUREN. 



267 



acts of Congress. He succeeded in breaking down character of 

-^..-„ ^ i-i . Jackson's admin- 

the United btates Bank, which up to that time had istration. 
kept the public moneys. He vetoed ahnost all the 
measures proposed for the promotion of roads and 
other " internal improvements " by the general gov- 
ernment. Jackson set his face against the doctrine 
advanced by John C. Calhoun, of South Carolina, in 
his time, that a State could " nullify " a law of the 
United States. The business of the United States with 
other nations was conducted during Jackson's adminis- 
tration with great spirit and ability, and the country 
was respected abroad. 

As the moderate and peaceful administration of Rise of the whig 

11 1- 1 • f '"^'^ Democratic 

Monroe caused the dissolution of the old Federal Parties, 
and Republican parties, so the administration of a 
man of strong party feeling 
and of stormy temper like 
Jackson made new party di- 
visions. Jackson loved his 
friends and hated all oppo- 
nents. The country came to 
be divided into Jackson men 
and anti- Jackson men. The 
Jackson men claimed to suc- 
ceed to the old Democratic- 
Republican party, and, retain- 
ing one of the names by which 
it was known, they were called 
" Democrats." Those who 

were opposed to Jackson were called " Whigs," a 
name formerly applied in England to the party op- 
posed to the arbitrary power of the king. The prin- 




C. CALHOUN. 



268 



FROM MONROE TO VAN BUREN. 



Differences 
between the 
parties. 



cipal feature of American politics for about twenty 
years was the rivalry of the Whig and Democratic 
parties. 

The main differences between the Whig party and 
the Democratic were : 

1. That the Whigs advocated the re-establishment 
of the United States Bank ; the Democrats opposed it. 

2. The Whigs were in favor of the building of 
roads and canals at the expense of the United States. 
The Democrats did not be- 
lieve that the government 
of the Union should under- 
take " internal improve- 
ments," as roads and canals 
were then called. 

3. The Whigs generally 
wished to increase the pow- 
er of the United States gov- 




HENRY CLAY. 



Clay, Calhoun, and Webster are 
often spoken of together. They were the 
three great statesmen of what is some- 
times known as " the compromise pe- 
riod " of American history. Henry Clay 
was born in Virginia in 1777. He was a 
poor boy, and gained his education with 
difficulty. He settled in Kentucky as a 
young man, and long represented that 
State in the House of Representatives 
and the Senate. John C. Calhoun was 
born in South Carolina in 1782, and 
graduated at Yale College. Clay and 
Calhoun were both bold advocates of the 
war with England in 1812. Webstei, 
who was bom in the same year with Cal- 
houn, entered Congress in 1813, during 
the war. From this time these three men 
gradually came to the front as the great- 
est masters of the art of debate the 
country had known. Calhoun was a 
member of Monroe's Cabinet, Clay of 
John Quincy Adams's, Webster of Har- 
rison's and Fillmore's. But they were 
all three greatest in Congress. Each of 
them desired to be President, but all 
were disappointed. Calhoun was Vice- 
President for nearly eight years from 
1825. Clay was active in bringing about 
the Missouri Compromise, which Cal- 
houn favored. Later than this Calhoun 
became the chief advocate of the doctrine 
that the States were sovereign, and that 
the Union was a compact of sovereign 
States. Clay and Webster, on the other 
hand, were advocates of the authority of 
the Union. Clay was the author of the 
Compromise of 1S50, which Webster fa- 
vored. Calhoun died in 1850; Clay and 
Webeter in 1852. 



FROM MONROE TO VAN BUREN. 



269 



ernment ; the Democrats were 
more in favor of what were 
called States' rights. The 
Democrats thought that, 
whatever power the Consti- 
tution did not expressly give 
to the general government, 
could only be exercised by ^' 
the States. 

The great leaders of the 
Whig party were Henry 
Clay, of Kentucky, and Dan- 
iel Webster, of Massachusetts. 
These were two of the great- 
est orators the country has 
ever known. Another orator of the first rank, John C. "^^^ ^""^^^ p^''^^ 

leaders, Clay, 

Calhoun, of South Carolina, was on the Democratic side, webster, and 

Calhoun. 

He believed in the power of a State to " nullify " a law of 
the nation. But the Democratic party generally agreed 
with Jackson, that the laws of the United States were su- 
preme until the courts decided them unconstitutional. 

In 1836 Martin Van Buren, of New York, was nomi- 
nated by the Democrats and elected President. He fol- 
lowed the policy of Jackson, but in a gentler way. He 
did not veto any bills passed by Congress. 




DANIEL WEBSTER. 



Election of Van 
Buren, 1836. 



What President took office in 1816? What kind of a man was Mon- Questions for 
roe? How was he liked by the people? What was his administration ^^"''y- 
called? What was remarkable about his second election in 1820? 

What territory did the United States acquire during Monroe's presi- 
dency ? From what country did we get it ? Who was sent to take pos- 
session of Florida in 1821 ? Had he ever been there before? Under 
what circumstances? What colonies were trying to establish 

themselves as independent republics ? What declaration did Monroe 



270 



FROM MONROE TO VAN BUREN. 




MARTIN VAN BUREN. 







DRESS OF A LADY IN 
JACKSON'S TIME. 



make in 1823 regarding the interference of European nations with the 
affairs of America ? What is this declaration called ? Who was 

the last of the Revolutionary Presidents ? How many candidates were 

there for President in 1824? What hap- 
pened in this election ? Who was chosen 
by the House of Representatives ? How 
did the administration of Adams differ 
from that of Monroe ? What was John 
Quincy Adams's character ? Was he re- 
elected ? Was his father elected a second 
time ? (See page 226.) \\'ho was 

elected in 1828 ? What had Jackson done 
before this? (See page 254.) What kind 
of a man was Jackson ? What did 

he do in regard to the office-holders who 
were opposed to him ? What was his 
course regarding acts of Congress ? What 
influence did he have on the United States 
Bank ? What course did he take regard- 
ing roads and canals ? What doctrine did 
Calhoun and others advocate ? How did 
Jackson treat this doctrine of " nullifica- 
tion " ? How did he conduct the business of the country with foreign na- 
tions ? What effect did Jackson's administration have on political 
parties ? What were Jackson's friends called ? What were those opposed 
to Jackson called ? For about how many years did the struggle between 
Democratic and Whig parties occupy the field of American politics ? 
Give an account of the differences between the two parties in regard to 
the Bank of the United States. In regard to internal improvement. 
Which party favored States rights as opposed to the power of the gen- 
eral government ? What did the Democrats think about the Consti- 
tution ? Who were the great leaders of the Whig party ? What 
great orator of the time was on the Democratic side ? How did the 
Democrats generally feel about Calhoun's theory of the right of a 
State to "nullify" the acts of Congress.'' Who was chosen 
President in 1836? By what party.'' What policy did he follow? 
How did he differ from Jackson ? 

I. Monroe's administration, i. "The era of good feeling." 
2. The acquisition of Florida. 3. The " Monroe doctrine." 
n. John Ouincy Adams's administration. I. Election of J. Q. 
Adams. 2. His character. 
HI. Jackson's administration, i. Jackson's election and char- 
acter. 2. His course with re^^ard to — a. Office-holders. 



FROM MONROE TO VAN BUREK 



271 



b. Vetoes, c. United States Bank. d. Internal improvements. 

e. Nullification, f. Foreign affairs. 
IV. New parties, i. Their formation. 2. Their differences. 3. Their 

leaders. 
V. Van Buren's administration. 

The location of Florida with reference to Georjjia and Alabama. With reference 
to the Spanish possessions in Cuba. Geography. 



CHAPTER XLV. 

The Steamboat, the Railroad, and the Telegraph, 

Soon after 1800, certain changes 
began in waj^s of travel that have 
made life different from that of our 
forefathers. We have seen in pre- 
vious chapters that travel in old 
times was very slow. Men jogged 
along day after day and week after 
week to make a journey of hundreds 
of miles on horseback, or they were 
jolted over bad roads in stage-wagons 
or carriages. Pack-horses or heavy 
wagons carried all the freight that 
went by land. Boats, rowed or pushed with poles. Modes of travel 

. . at the beginning 

went slowly up and down the rivers, carrymg passen- of the 19th cent- 
gers and freight. Periaugers, with oars and sails, and ^^^' 
other small vessels, plied up and down the coast, and 
all the ships at sea were propelled by sails. 

In ships our people made great improvements. The improvement in 

T-» 1 • !• M 1 • 1 1 • ships made by 

" Baltmiore clipper, a schooner with raking masts — Americans. The 

Baltimore clip- 




ROBERT FULTON. 



that is, masts that slanted backward — was famous for 
its speed. Our frigates gained advantages in the War 



pers. 



272 



STEAMBOAT, RAILROAD, AND TELEGRAPH, 




BALTIMORE CLIPPER, 



Fulton's first 
Steamboat, 1807. 



The Erie and 
other canals. 



of 1812 by being better sailers than the 
EngHsh men-of-war. At a later period 
the American "clipper-built ships" were 
the swiftest sailing-vessels in the world. 
This superiority in building and sail- 
ing swift ships has remained with Amer- 
ica to the present time, as recent yacht- 
races have shown. 

After the invention of the steam-en- 
gine in England, attempts were made in France, Scot- 
land, and America to build boats that would go by 
steam. But Robert Fulton, an American, built the first 
really successful steamboat. She was launched in 1807, 
and ran between 

New York and Al- -^ '' "^ -=^P^ ^ "^ 

bany, to the great 
wonder of all who 
saw her. Steam- 
boats soon after 
took the place of 
keel - boats (page 




FULTON'8 FIRST STEAMBOAT. 



233) on the West- 
ern rivers, and they greatly aided in the rapid develop- 
ment of the new country. 

Steamboats served for commerce and travel where 
there were rivers and lakes. But how should the traffic 
on the Western rivers and the Great Lakes be connected 
with the rivers east of the Alleghany Mountains and the 
sea? Canals, long used in Europe, were thought of for 
this purpose, and Washington was much interested in a 
proposed canal from the Potomac to the Ohio River. 
But the first great canal in this country was that from 



STEAMBOAT, RAILROAD, AND TELEGRAPH. 



273 




THE WAY THAT LITTLE 
GIRLS DRESSED WHEN 



the Hudson River to Lake Erie. The chief promoter 
of this work was De Witt Clinton, governor of New 
York. It was eight years in construction. It was be- 
gun on the 4th of July, 1817, and in 1825 its comple- 
tion was celebrated by a procession of boats from 
Lake Erie to the ocean, where Governor De Witt Clin- 
ton poured a keg of Lake Erie water into the sea, as 
a sign of their union. This canal, by opening a trade 
with the West, made New York the greatest city of 
the United States. 

But, for the more mountainous country of the Middle grandma was a child, 
States, a great " National Road " for wagons was planned 
and built from western Maryland as far as the western The "National 
part of Indiana. The extension of railroads soon ren- 
dered it of no importance as a national work. 

But the greatest change of all, in the life of Ameri- Railroads intro- 
duced about 183a. 

cans, was made by the railway, which was mtroduced 
from England. The first railroads were merely tracks 
of iron bars, on which little cars, loaded with coal, were 
drawn from the mines. The first railway in the United 
States was but two miles long, and was used only for 
hauling stone. The cars were drawn by horses. The 
first passenger-train in America was run on the Balti- 
more and Ohio Railroad in 1830, but the cars were 
drawn by horses the first year. The extension of rail- 
ways was very rapid ; they changed America more than 
any other country, because here the distances are so 
great. We have almost as many miles of railway as all 
the world besides. 

The first passenger-cars were merely stage-coaches on American im- 

1 •! 1 • 1 • •!! 1 1 • provements in 

the rails, and in other countries they still keep something railroads. 




A BONNET OF 1830. 




FIRST STEAM 

PASSENGER-TRAIN 

IN AMERICA. 



274 



STEAMBOAT, RAILROAD, AND TELEGRAPH. 



of this form. In America large, airy cars for passengers 
were early introduced, and the parlor-car, the sleeping- 
car, the hotel-car, and the dining-car are all of American 
origin, and are little used elsewhere. 
The street tramway, or horse-railroad, 
and the elevated railways for rapid 
travel in cities, were first used in this 
country. 

The electric telegraph, in its present 
practical shape, was the invention of 
an Amer- 
ican artist, 
S. F. B. 
Morse. In 
old times 
people sent 




6. F. B. MORSE. 



Invention of the mCSSagCS by objCCtS shoWU 
electric tele- i . i , , i. ■ 

on high ground, by lights 



graph. 



Morse had gone to his lodgings in 
despair on the last night of the session of 
Congress. There were a large number of 
bills in advance of the one for promoting 
the telegraph. But the next morning 
the daughter of Commissioner Ellsworth 
called at his lodgings and informed him 
that a bill had passed granting $30,000 to 
build an experimental telegraph line. 
When the line was built from Washing- 
ton to Baltimore, this young lady was al- 
lowed to dictate the first dispatch, which 
she did, sending the words, "What hath 
God wrought!" The first public news 
dispatch brought to Washington the in- 
telligence that James K. Polk had been 
nominated for President. 



Change in modes 
of living produced 
by railroad and 
telegraph. 



displayed at night, or by 

bonfires kindled on the hills. 

Even the wild Indians sent 

intelligence across the plains 

by waving a blanket over a fire and thus making a 

"smoke-signal." In 1835 Morse set up and worked a 

telegraphic wire. But it was nine years later before 

he could persuade Congress to appropriate money to 

set up the first line. In 1844 the first message was 

sent from Washington to Baltimore. 

The introduction of the railway and the invention 
of the telegraph have completely changed the condi- 
tions of our life. In former times it was weeks after a 
presidential election before the result could be gener- 



STEAMBOAT, RAILROAD, AND TELEGRAPH. 27 C 

ally known. So wide is our country to-day that, if intel- 
ligence had to be carried, as formerly, by stage-coaches 
and post-boys on horseback, it would take months for 
an important event to be known in remote regions of 
the country. Now, every important bit of news is known 
from end to end of the country in a few hours. Rail- 
roads, too, have made distant places seem near together, 
and distributed the comforts of civilization to the most 
remote parts of the country. 



What changes began to take place soon after 1800? How did our Questions for 
forefathers travel by land ? How was freight carried over land ? What ^'^"'^v- 
means of conveyance was there on the rivers ? What kind of vessels 
sailed along the coast ? How were all the ships at sea propelled ? 

What kind of improved ships did the Americans build ? What advan- 
tage did the Baltimore clipper have over other vessels ? How were its 
masts arranged ? What advantage did our frigates have in the War of 
181 2 ? What is said of the relative speed of some of our sailing-vessels at 
the present time compared with those of other countries ? In what 

country was the steam-engine invented? In what countries were at- 
tempts made to build steamboats ? Who built the first really successful 
steamboat? To what country did Fulton belong? Between what places 
did his first steamboat run in 1807 ? (What water would a boat sail on 
from New York to Albany?) What effect did the invention of steam- 
boats have on the new country west of the Aileghanies ? What 
plan was thought of for connecting the steamboat commerce and travel 
on the Western rivers and Great Lakes with the commerce of the Eastern 
rivers and the sea ? What canal project was Washington interested in ? 
What was the first great canal in this country? Who was thechief pro- 
moter of this work? How long did it take to build the Erie Canal? 
How was its completion celebrated in 1825? What effect did the Erie 
Canal have on New York city ? What plan was adopted for travel 
and conveyance of freight across the Alleghany Mountains ? In what 
State did the National Road begin ? To what State did it extend ? 

In what country did the railway originate ? For what were the first 
railroads used ? On what railway was the first passenger-train in the 
United States used? How were the cars drawn on this road in 1830? 
Why did railroads work a greater change in American life than in that 
of any other people? What country has the most miles of railway? 
19 



276 



STEAMBOAT, RAILROAD, AND TELEGRAPH. 



What were the first passenger-cars like ? How do our cars differ 
from most of those in other countries? What forms of the railway-car 
were first used in America? In what country was the electric 

telegraph invented ? How were messages sent in former times? How 
do the wild Indians telegraph ? Who invented our present system of 
telegraphing ? How long was it after he began to work at it b^-fore he 
got a line established ? Between what places was his first line set 
up? How long would it take for an important event to become 

known in remote parts of our great country if we had only the stage- 
coach and post-boy on horseback ? What were the effects of railroad 
and telegraph on our life ? 

Study by topics. I. The old modes of travel. 

I. By land. 2. By waten 
II. Improvements in navigation. 

I. Swift ships. 2. The steamboat. 3. The Erie Canal. 

III. Land-travel. 

I. The National Road. 2. The railroad. 

IV. The telegraph. 

I. Old methods of signaling. 2. Morse's invention. 
V. Effects of the railroad and telegraph on our life. 




The " hard 
times " of 1837. 



Harrison elected 
President, 1840. 
His death. 



CHAPTER XLVI. 
Annexation of Texas.— Beginning of the Mexican War. 

During the administration of Van Buren, vari- 
ous causes brought on severe financial distress in 

1837. The " hard times" 

were attributed by the 

people to the hostility 
of Van Buren to the banks. 

In 1840 General William 
H. Harrison was nominated 
by the Whigs against Van 
Buren. The canvass of 
that year was one of wild 
excitement. The Whigs, to 



William Henry Harrison, ninth 
President, was born in Charles City 
County, Virginia, in 1773. His father 
was Benjamin Harrison, Governor of Vir- 
ginia. He was educated at Hampden- 
Sidney College. He entered the army an 
ensign in 1791, and was aide-de-camp to 
General Wayne in his campaign in Ohio 
(see page 217). He was afterward Secre- 
tary of the Northwest Territory, delegate 
in Congress, the first Governor of Indiana 
Territory, and Superintendent of Indian 
Affairs. His military life i^ told in Chap- 
ters XL and XLIl of this book. His 
death took place in 1841. 



ANNEXATION OF TEXAS. — THE MEXICAN WAR. 



277 




WILLIAM H. HARRISON. 



John Tyler, born in Virginia, 1790. 
He was a member of -Congress and Gov- 
ernor of Virginia. Died 1862. 



on 



please the popular feeling of the time, 
boasted that their candidate lived in a log 
cabin and drank hard cider. They drew 
log-cabins on wheels in their processions. 
It is known in the history of American 
politics as the " Log-cabin and Hard-cider 
Campaign." Harrison was triumphantly 
elected, and was inaugurated amid wild 
rejoicings. But he died in one month 
after the beginning of his term. 

John Tyler, of Virginia, who had been 
elected Vice-President in the " Hard-cider 

Campaign," be- 
came President 
death of Harrison 
did not sympathize with 
his party in their views regarding the bank question, and 
when Congress passed a bill for its re-establishment he 

vetoed the measure. This 
act brought on him the 
anger of the Whigs and a 
suspicion of bad faith. His 
whole administration was 
passed in dissension with 
his party, and when he 
left office he was very un- 
popular. 

In 1844 the Whigs 
nominated the eloquent 
Henry Clay for President ; 
the Democrats nominated 
James K. Polk, of Tennes- 



the Tyler President. 

He 




Election of Polk. 



278 



ANNEXATION OF TEXAS. — THE MEXICAN WAR. 




JAMES K. POLK. 



Texas becomes 
an independent 
country, and is 
annexed to the 
United States. 



Opposition to the 
annexation of 
Texas. 



Polk, who advocated the annexation of 



Texas, was elected. 
The most important event of Tyler's ad- 
ministration was the passage of a bill for 
the annexation of Texas, which was accom- 
plished just before Tyler gave up office 
to Polk. Texas had been one of the States 
of the Republic of Mexico. A large 
number of Americans had settled on 
grants of land there. These came 
into collision with the Mexican gov- 
ernment, which was arbitrary and op- 
pressive, and an armed revolution broke 
out in Texas in 1835. The Texans were commanded by 
General Sam Houston, and after several defeats achieved 
their independence. For about ten years Texas was an 
independent country, and was treated as such by several 
European nations as well as by the United States. It 
was annexed to the United States by treaty, and ad- 
mitted to the Union in 1845. In territory it is about 
the size of France. 

The annexation of Texas was strongly opposed by 
many people in the United States because its laws 
allowed slavery, and the ad- 
mission of so large a State 
as Texas to the Union would 
be a great addition to the 
future power of the slave- 



James K. Polk, bom in North Caro- 
lina in 1795. He was Speaker of the House 
of Representatives at one time, and was 
nominated for the preisidency in prefer- 
ence to Martin Van Buren, because the 
latter was opposed to the immediate an- 
nexation of Texas. Polk died, 1849. 



holding States. Its annex- 
ation was also opposed by many of the Whigs, who 
feared a war with Mexico, for Mexico had never given 
up its hope of reconquering Texas. 



ANNEXATION OF TEXAS. — THE MEXICAN WAR. 



279 



There were already other grounds of quarrel with Grounds of quar- 
rel with Mexico. 

Mexico. In its violent revolutions American citizens 
had been robbed of a great deal of property by those 
claiming authority. As one Mexican government quick- 
ly overthrew another, the United States tried in vain to 
get a payment of what was due to our citizens. And 
even if Mexico had consented to the annexation of 
Texas, there would have remained a dispute about its 
true boundary. Our government supported the claim 
of Texas, that the Rio Grande [ree'-o grand'-deh] was 
the true border, while Mexico would not allow that 
the State of Texas extended farther to the west than 
the Nueces [noo-eth'-ez] River. 

General Taylor marched through this disputed terri- 
tory to the Rio Grande, in 1846. The Mexicans attacked 
his troops, and 



Beginning of the 
Mexican War. 




thus hostilities 
began. With a 
force much infe- 
rior to that of the 
Mexicans, Taylor 
fought and won 
the battle of Palo 

Alto [pah'-lo ahl'-to], and afterward attacked and defeat- 
ed them in a strong position at Resaca de la Palma 
[ray-sac'-ah day lah pal'-mah]. 

These defeats drove the Mexicans across the Rio capture of 
Grande. In May Taylor crossed the river and took 
possession of the city of Matamoros. But the Mexicans 
showed no disposition to make peace. Having received 
re-enforcements, Taylor marched on the fortified city of 
Monterey [mon-teh-ray'], which was defended by more 



Monterey. 



280 ANNEXATION OF TEXAS. — THE MEXICAN WAR. 

than ten thousand Mexicans. Taylor's force was small- 
er. The place was captured on the 24th of September, 
1846, after several days of hard fighting. 
Battle of Buena General Taylor now advanced farther into Mexico, 

Vista. 

but the United States government changed its plans, 
and orders were sent to Taylor to detach all but five 
thousand of his troops to the assistance of General 
Scott, who was to command in a new campaign, which 
was to be made into Mexico by way of Vera Cruz [vay- 
rah crooth']. Thus weakened. General Taylor took up 
a strong position at Buena Vista [bway'-nah vees'-tah], 
where he was attacked by twenty thousand Mexicans 
under Santa Anna. After two days of the most coura- 
geous fighting, and after running the greatest risk of an 
overwhelming defeat, the little American army achieved 
the most brilliant victory of the war. 
Character of the By this time the war had shown the immense supe- 

American troops. 

riority of the American troops, the most of whom were 
volunteers. The Mexicans often fought bravely, but the 
frequent revolutions and petty civil wars in Mexico had 
demoralized officers and soldiers. The arms of the Mexi- 
cans were also out of date. The Americans of that time 
were brave and enterprising, and a little too fond of 
military glory. They fought with great boldness and 
steadiness, and their early victories made them expect 
success. 

Questions for What happened in 1837? Who was President during the "hard 

-^"'^y- times of thirty-seven '? To what did the people attribute this financial 

distress.'' Who was nominated against Van Buren in 1840? 

What was the character of the canvass ? What boast did the Whigs 
make about Harrison ? What did they display in their processions ? 
What was the political campaign of 1840 called? Which was elected, 
Harrison or Van Buren ? How long did Harrison live after his inaugura- 



ANNEXATION OF TEXAS. — THE MEXICAN WAR. 



281 




tion ? (What battle had Harrison fought in Indiana? What fort did 
he defend in Ohio ? What decisive battle did he fight in Canada ? See 
pages 251, 252.) Who succeeded to the presidency when Har- 

rison died ? In what regard did 
he differ from the Whig party which 
had elected him ? What did he do 
when they passed a bill to estab- 
lish the bank again ? What did 
the Whigs think of this act .'' How 
was his administration passed ? 

Who was elected to succeed 
Tyler in 1844? What was 

the most important measure of 
Tyler's administration ? To what 
country had Texas belonged ? 
How did a revolution rise in Texas 
in 1835 ? Who commanded the 
Texan s ? What was the result of 
the rebellion in Texas ? How long 
did Texas remain an independent 
nation ? How was it annexed to 
the United States in 1845? How 
does it compare with France in 
size ? Why was the annex- 

ation of Texas opposed in the United States? What was feared 
in regard to Mexico ? What did Mexico claim regarding Texas ? 

What other cause for quarrel with Mexico was there ? Why could 
not the United States get a settlement of the claims of our citizens 
against Mexico ? What dispute was there between Mexico and Texas ? 
What did our government claim as the western -border of Texas ? What 
river did the Mexicans claim was the border ? What did General 

Taylor do in 1846? What battle 
did he fight ? What strong posi- 
tion (lid he attack and carry' ? 

What effect did these defeats 
have? What city did Taylor take 
in May ? On which side of the Rio 
Grande is Matamoros ? What city 
did Taylor now march against ? 
Which arm.y had the more troops ? 
What was the result of Taylor's at- 
tack on Monterey ? What did Taylor do after taking Monterey ? 
Why was a great part of Taylor's troops taken away from him ? What 
battle did Taylor fight with five thousand men? How many Mexicans 




XTf. "n J 



\ O 



100 200 SCO 



TEXAS 

265,780Square Miles 



FRANCE 

204,178 Square Miles 



282 



ANNEXATION OF TEXAS. — THE MEXICAN WAR. 



were there against him .' What was the result ? How did the 

American troops compare with the Mexicans } What had demoralized 
the Mexicans } What kind of arms did they have } What was the 

character of the Americans of that time } 

How did they fight ? 

1. Political events. 

1. The effect of the hard times. 

2. The log-cabin campaign. 

3. Death of Harrison. 

4. Tyler's break with the Whigs. 

5. Polk's election. 
II. Texas. 

1. As a Mexican State. 

2. As an independent country. 

3. Its annexation. 
III. Mexican War. 

I . Causes of the war. 

a. Mexican claim to Texas. 

b. Damage done to citizens of 
the United States. 

c. The boundary of Texas. 




SHOWING RELATION BETWEEN TAYLOR'S CAMPAIGN 
AND SCOTT'S. 



Study by topics. 



Geography. 



2. Taylor's invasion of Mexico. 

a. East of the Rio Grande. 

b. Matamoros and Monterey. 

c. Buena Vista. 

IV. Superiority of the American soldiers. 

1. Mexicans and their arms. 

2. Character of the Americans. 

The pupil should be required to describe the location of Texas with reference to 
Mexico, to the United States, to Louisiana, and to the Gulf of Mexico. Describe the 
position of Palo Alto, Resaca de la Palma, and Matamoros to one another, and to the 
Rio Grande. In what direction is Monterey from Matamoros ? Buena Vista from 
Monterey ? In what part of Mexico were Taylor's operations carried on ? 

The teacher may draw an outline-map on the blackboard and the location of each 
battle-field, without writing any name. Then let the pupils in tuin each write the 
name of some battle opposite the mark of its location. Or the pupil may be required 
to make outline-maps on paper, as directed in Chapter II and some others. 



Books. 



Ripley's " History of the Mexican War." 



THE CLOSE OF THE MEXICAN WAR. 



283 




SANTA ANNA. 



CHAPTER XLVII. 

The Close of the Mexican War, and the Annexation 
of New Territory. 

It is probable that the government of the United 
States expected at first to conclude the war after 
one or two battles by Taylor on the east side of the 
Rio Grande. But if the Mexicans proved themselves 
as soldiers inferior to the troops which marched 
against them, they showed themselves stubborn 
in their refusal to treat for peace after repeated "^ 
defeats. Mexico was so filled with factions, and one 
Mexican government was so soon turned out by an- 
other, that no government felt itself strong enough to Persistence ot 

1 , M 'I- c 1 • 1 •^• • ^^^ Mexicans. 

take the responsibility 01 making a humiliating peace. 

The war had been begun for the purpose of securing conquest of 
Texas, and of enforcing the claim of Texas to the terri- ^^ 
tory east of the Rio Grande. But many of the American 
people at that time were eager for more territory, and 
the object of the war was changed. Soon after the war 
was declared, Colonel Kearny was sent to conquer the ' ' 

thinly settled northern portion of Mexico and Upper 
California. New Mexico was surrendered to the United 
States without resistance in August, 1846. A civil gov- 
ernment, subject to the United States, was immediately 
established there. 

In California matters were hurried up by the presence conquest of 

c ^ 1 • T 1 /--. T- 1 California. 

of an adventurous lieutenant, John C t'remont, who was 
at the head of an exploring party. Under his lead the 
few American settlers there established an independent 
government. The United States ships of war on the 



284 



THE CLOSE OF THE MEXICAN WAR. 



Scott's expedi 
tion planned. 



Vera Cruz taken. 



Battle of Cerro 
Gordo. 



coast seized the California 
ports, and the whole coun- 
try was thus annexed to the 
United States. It now be- 
came the main object with 
the United States to close 
the war in such a way as 
not to surrender the great 
territory thus acquired. 

When it became evident 
that General Taylor's vic- 
tories in northern Mexico 
only wounded the vanity of 
the Mexicans without sub- 
duing them, it was resolved 
to land a force at Vera Cruz 
and march into the interior. 
It was thought that the 
Mexicans would readily 
make peace when their cap- 
ital was threatened. 

General Scott, at that 
time commander-in-chief of 
the American armies, took 
charge of this expedition. 
He landed on the 9th of 

March, 1847, ^^^ immediately laid siege to Vera Cruz. 
The city surrendered on the 27th of the same month. 

Marching into the interior, General Scott found the 
Mexican general, Santa Anna, opposing him at a strongly 
fortified position. On the i8th and 19th of April, 1847, 
Scott fought the battle of Cerro Gordo [ther'-ro gor'-do], 



California.— The name of this State 
while it belonged to Mexico was Alta 
California, or, in English, Upper Cali- 
fornia ; Lower California still remains a 
part of Mexico. Upper California was 
first visited by the Spaniards in 1542. 
Sir Francis Drake, the same who took 
Ralegh's colony back to England in 
1585, visited Upper California in 1579, 
calling it New Albion, which means New 
England. It was nearly two hundred 
years later, in 1769, when Catholic mis- 
sionaries from Spain made the first set- 
tlement of white people in that country. 
There were only about ten thousand 
white inhabitants in the whole province 
when it was seized by the United Stales 
in 1846. In the summer of that year 
California settlers from the United 
States set up a movement for independ- 
ence, and tried to establish a government, 
known now as " The Bear Flag Repub- 
lic." They were aided by Captain Fre- 
mont (afterward a general), who was in 
the province as the leader of an exploring 
expedition. United States naval officers 
on the coast, expecting a war between 
the United States and Mexico, raised the 
American flag on shore, and after some 
fighting, the province remained in Ameri- 
can hands, and was definitely annexed 
at the close of the Mexican War. In 1848 
gold was discovered in California, and 
the next year many thousands of people 
from the Eastern States sailed around 
Cape Horn to seek their fortunes in the 
richest gold-mines in the world. In 
1849 the people formed a State govern- 
ment, and the State was admitted to the 
Union in 1850. At first its chief interest 
was gold-mining, but now it is a State of 
very great agricultural resources, espe- 
cially in fruit-growing. 



I 




WINFIELD SCOTT. 



THE CLOSE OF THE MEXICAN WAR 

completely defeating and dispersing the 
Mexican army. But the more the Mexi- 
cans were defeated, the more unwilling 
were they to make peace with an invad- 
ing army. 

One of the most difihcult undertak- 
ings that ever fell to the lot of 
an army now became necessary. 
The American army of ten thou- 
sand men had advanced through 
rough country, which left little chance 
for a retreat in case of defeat, until it had reached the Difficulty of 

1 rur. Til /-111- T- Scott's march. 

very heart of Mexico. It had to nnd all its supplies in 
the country, and to attack the Mexicans, now rallying 
in great numbers, in strongly fortified positions. 

Arrived in the region of the capital, General Scott Battles about the 

capital. Surren^ 

fought and won the battle of Contreras [con-tray'-ras] on der of the city ot 

Ivlcxico 

August 20, 1847, ^"d the battle of Churubusco [choo-roo- 
boos'-co] on the same day. After this battle there was an 
armistice, but attempts at negotiation failed, and on the 
8th of September Scott defeated the MexicanS>at Molino 
del Rey [mo-lee'-no del ray]. On the morning of Sep- 
tember 13th the American 



Winfield Scott was bom in Peters- 
burg, Va., in 1786. He entered the army 
in 1S08. His brilliant services in various 
battles during the War of 1812 had raised 
him by the close of the war to the rank 
of major-general. In 1841 he became 
genetal-in-chief of the army. His con- 
quering march from Vera Cruz to the 
city of Mexico has been described in the 
text. He ran for President in 1852 and 
was defeated. When the civil war be- 
gan, he was seventy-five years old, and 
he was obliged, by his infirmities, to 
yield the chief command to younger men. 
He died in 1866, at the age of eighty. 



troops carried the fortress 
of Chapultepec [chah-pool- 
ta-pec'] by storm, going 
over the works with scal- 
ing-ladders and fighting a 
hand-to-hand battle within 
the castle walls. The city 
of Mexico was attacked at 
the same time, and the next 



286 THE CLOSE OF THE MEXICAN WAR. 

day it was evacuated by the Mexicans and occupied by 
General Scott. 
Peace concluded, Although the Mcxicans had lost every considerable 

February, 1848. 

battle from the beginning of the war to the conquest of 
the capital, their national pride made them very loath to 
make peace. In February, 1848, nearly five months after 
the capture of the capital, a peace was signed, by which 
all the territory of New Mexico, as then constituted, and 
Upper California became United States territory. Our 
government, however, agreed to pay fifteen million dol- 
lars to Mexico, and to pay the claims of our own citizens 
against Mexico. 
Opinions about Thcrc has always been a difference of opinion in the 

the war. 

United States about the Mexican War. Even at the 
present time opinions are divided as to whether it might 
not have been wisely avoided. It cost us the lives of 
thousands of brave men who fell in fighting on a for- 
eign soil, or perished by the heat of the climate and the 
diseases of the country, and it caused much misery to in- 
nocent people in Mexico. No doubt, the ignorance and 
prejudice prevailing in Mexico at that time, and the fre- 
quent overthrow of one government and the setting up 
of another, made it difficult to treat with that country 
without war. 
The territory 'pj^g territory acquired from Mexico, first and last, was 

acquired from 

Mexico. larger than the United States at the close of the Revolu- 

tionary War. It comprised all the territory now included 
in Texas, California, Nevada, Arizona, Utah, the greater 
part of Colorado, and a part of Wyoming. 

Disi)ute about the Whcu the Mcxicau War broke out, we were engaged 

Orej^OQ country. 

in a dispute with England about our claim to the country 
on the Pacific Ocean to the north of California. This 



I 



THE CLOSE OF THE MEXICAN WAR. 



287 



had been settled in 1846 in such a way as to give us what 
is now the State of Oregon and the Territory of Washing- 
ton. Our claim to this country was chiefly founded on 
the discoveries made there by a Boston sea-captain in 
1792, and by an expedition sent out by President Jeffer- 
son in 1804. 

After the admission of Missouri in 1821, no new States Admission of 

1 • 1 TT • f rr A 1 Arkansas, 1836 ; 

were taken into the Union tor niteen years. Arkansas Michigan, 1837; 
was admitted as a slave State in 1836, and was balanced 
by Michigan, which came in as a free State in the follow- 
ing year. Two States in the extreme South were admit- 
ted in 1845 — Florida, which we had acquired from Spain 
(page 264), and Texas, which had been a part of Mexico 
and then an independent republic (page 278). But in 
1846 Iowa was admitted, and in 1848 the extreme north- 
ern State of Wisconsin. In 1850 Congress admitted 
California, the first State on the Pacific coast, which was 
then like a new world to Americans. 



Texas, 1845 ; 
Iowa, 1846 ; 'Wis- 
consin, 1S48 ; and 
California, 1850. 







SCOTT'S CAMPAIGN FROM VERA CRUZ TO THE CITY OF MEXICO. 



What did our government expect at the beginning of the war with Questions for 
Mexico ? Why was Mexico stubborn in its refusal to treat for peace .'' ^^"'^y 

For what objects had the war been Jjegun ? How did many of our 
people feel at that time about the acquisition of new territory ? What was 
Colonel Kearny sent to do ? What were the northern parts of Mexico 
as it then existed called ? When New Mexico surrendered to the 

United States in 1846, what was done about its government ? What 

hurried up the conquest of California? What was Fremont doing there? 



288 



THE CLOSE OF THE MEXICAN WAR, 



What did the American settlers there do? What part did United 
States ships of war take in the conquest ? What now became the main 
object of the war? What new expedition against Mexico was 

planned ? What was it expected to accomplish ? Who took 

charge of this new expedition ? Where did Scott land ? In what 
year? What month? What city did he besiege? With what result? 
What Mexican general did he find opposing him when he marched into 
the interior? What battle did he fight? What was the result to the 
Mexican army ? How did this affect the Mexicans as to peace ? 
What kind of a task was now before the soldiers under Scott ? Why 
was the undertaking difficult ? What two battles were fought on 

the 2oth of August. 1847? How did attempts to treat for peace after 
these battles result ? What is the name of the battle fought on the 8th 
of September? What fortress was carried by storm on the 13th of Sep- 
tember ? What now befell the capital of Mexico? Had the Mexi- 
cans won any battle ? What made them loath to conclude a treaty of 
peace ? How long was it after the city of Mexico was captured when the 
Mexicans consented to make peace ? What provinces were ceded to the 
United States ? How much money did our government agree to pay to 

Mexico ? How did 

the most of the Whigs 
feel about the Mexican 
War? Why did anti- 




slavery men oppose 
it ? What opinions 
are held about it to- 
day ? What 
is said of the 
amount of territory 

received from Mexico? What States and Territories have been made 
from it ? On what was our claim to the country now included in 

Oregon and Washington Territory founded ? With what country did the 



THE CLOSE OF THE MEXICAN WAR. 



289 



United States have a dispute about it? How was it settled in 1846? 
What new slave State was admitted in 1836? What free State in the 
next year? What two extreme Southern States were admitted in 1845? 
What two Northern States were admitted in 184.6 and 1848? What 
extreme Western State came into the Union ? 



I. Object of the war changed. 

1. Stubborn resistance of the Mexicans. 

2. Factious divisions of the Mexicans. 

3. Desire for new territory. 

II. Conquest of the northern provinces. 

1. New Mexico. 

2. California. 

3. Desire to retain this territory. 

III. General Scott's campaign. 

1. Its plan. 

2. Capture of Vera Cruz. 

3. Battle of Cerro Gordo. 

4. Battles near the city of Mexico. 

a. Contreras and Churubusco. b. The armistice, 
lino del Rey. d. Occupation of the capital. 

IV. The peace. February, 1848. 

V. Differences of opinion about the war. 

1. The opposition of the Whigs at the beginning. 

2. The opposition of 
anti-slavery men. 

3. Losses by the 
war. 

4. Difficulty of deal- 
ing with Mexico 
without a war. 

VI. New territory and 



Study by topics. 



c. Mo- 



new States. 
The territory an- 
nexed from Mex- 
ico. 

The Oregon 
country. 
New States. 



V \vJ J^ P Note— The shaded poi 

\ K^i!.-* R I V-l <! u t t "' this map represents the 

\^_^ Xa^y f ' Yjf " [IJJr R I T R y BJ^ '^="■"■■1 •'Muirei Ijy 4i' 

*^v^^ P ~ J~ ~~ ■P^I"- 1 S-' SC'E OF MILES 






rtion 
discov 



o 



'' ^ t a 







The location of the several battles of Scott's expedition may be learned in the way Geography. 
used for those of Taylor's campaign in the previous chapter. Describe the location of 
the territory acquired from Mexico and its present division into States and Territo- 
ries. What great river borders Arkansas on the east ? What State north of it ? 



290 



THE CLOSE OF THE MEXICAN WAR. 



What State south of it ? What lakes border Michigan ? By what waters is Florida 
bounded ? How does it compare with other States in the matter of sea-coast ? What 
great river is on the east of Iowa ? What on the west ? What State between Iowa 
and Arkansas ? Between what river and lake is Wisconsin ? Where is California ? 



SIXTH REVIEW.— FROM THE BEGINNING OF THE WAR 
OF 1812 TO THE CLOSE OF THE MEXICAN WAR 



Chapters XL to XLVII. 



Events preceding the 
second war with ^ 
England. (XL.) 



Beginning of the war. 
(XL and XLL) 



Impressment of sailors. 
Decrees against our trade. 
The embargo of 1807. 
The election of Madison. 
War with Tecumseh. 

Declaration of war. 

Fall of Mackinaw and Detroit. 

General failure of American armies. 



The successes of the \ Naval victories at sea. 
navy. (XLI.) ( Naval victories on the lakes. 



War in the Northwest. 
(XLIL) 

Campaigns at the 
North and East. 

(XLIL) 

Jackson's campaign at 
the South. (XLIL) 

The peace. (XLIL) 

First ten States ad- 
mitted. (XLIII.) 



The Missouri Compro- 
mise. (XLIII.) 



Harrison put in command. 
Defeat on river Raisin. 
Fort Meigs and Fort Stephenson. 
Battle of the Thames. 

Failure of attempts to invade Canada. 
English invasion by Lake Champlain. 
Battle of Bladensburg : burning of Washington. 

War with the Creeks. 
Jackson invades Florida. 
Battle of New Orleans. 



Five States admitted before the War of 181 2. 
Five States admitted between the war and the 
Missouri Compromise. 

Abolition of the slave-trade, 1808. 
Gradual abolition of slavery at the North. 
Missouri raises a new question. 
Admission of Missouri, 1821. 



I 



REVIEW. WAR OF l8l2 TO MEXICAN WAR. 



291 



The increase of population to 1820. (XLIII.) 



Presidency of Monroe. 
(XLIV.) 



Decline of parties. 
Purchase of Florida, 
The Monroe doctrine. 



Character and administration of John Quincy Adams. (XLIV.) 

Jackson's presidency, j Jacl<son's election and character. 
(XLIV.) [ Traits of his administration. 



New parties formed. 

(XLIV.) 

Presidency of Martin Van Buren. (XLIV.) 

Swift ships. 

Steamboats. 

Canals. 

The National Road 

Railroads. 



Differences between the Whigs and Democrats. 
Their leaders. 



New modes of travel. 
(XLV.) 



The telegraph. (XLV.) 

Struggles of the Whigs 
and Democrats. 

(XLVI.) 

Annexation of Texas. 
(XLVI.) 



Mexican War. 

(XLVI and XLVII.) 



Traits of the war. 
(XLVI and XLVII.) 



Morse's inv.ention. 

Effect of the railroad and telegraph on life 

Political effects of the hard times. 
Election and death of Harrison. 
Tyler's presidency. 
Polk's election. 

Its history. 

Admitted to the Union. 

Causes of the war. 
Taylor's campaign. 
^ Conquest of the northern provinces. 
Scott's campaign. 
The peace. 

r Mexicans and their arms. 
^ Character of American troops. 
[ Opposition to the war. 



»T ^ .. J f The territory taken from Mexico 

New terntory and new I , ^ 



States. (XLVII.) 



The Oregon Territory. 
New States. 



20 



292 



THE QUESTION OF SLAVERY IN POLITICS. 



The annexation 
of Texas sets in 
motion a chain 
of events that 
end in the civil 
war. 



Anti-slavery agi- 
tation opposed. 



The Wilmot 
Proviso. 



CHAPTER XLVIII. 
The Question of Slavery in Politics. 

The annexation of Texas opened a new chapter in 
our history. It brought on the Mexican War. That 
brought a large addition to our territory. It was neces- 
sary to settle the question of slavery in the annexed ter- 
ritory, and this opened the slavery question anew. Both 
of the old parties were after a while split asunder by the 
debate, and the question of slavery or no slavery in the 
Territories became the leading issue in our politics. In 
sixteen )^ears from the annexation of Texas, this chain of 
causes had plunged the country into the most tremen- 
dous civil war in the history of the world. In just 
twenty years the war had ended in the entire abolition 
of slavery in the United States. Thus, the annexation 
of Texas brought about unforeseen results, and changed 
the history of the continent. 

After the Missouri Compromise in 1820 (page 260), it 
had been an accepted maxim in our politics that the 
slavery discussion should not be reopened. The anti- 
slavery men who persisted in agitating the question were 
thought unpatriotic. They were severely persecuted 
even by Northern people, who feared that their agi- 
tation of the subject might destroy the Union of the 
States. 

But, when the arrangement made by the Missouri 
Compromise was once disturbed by annexing Texas and 
other Mexican territor}'', the political struggle between 
the free and slave States began anew. In 1846, during 
the Mexican War, a bill was introduced in Congress 



THE QUESTION OF SLAVERY IN POLITICS. 



293 




looking to a peace with Mexico, to be made by a pur- 
chase of territory. Mr. Wilmot, of Pennsylvania, moved 
to add a proviso that slavery should never exist in the 
territory thus acquired. This was known 
as " the Wilmot Proviso." The proviso 
was finally rejected, but it opened the 
question -of freedom or slavery in the 
new territory before the Mexican War 
was ended. 

The first effect of the excitement was 
to render certain the defeat of the 
Democratic party in the election of 
1848. A large number of Demo- 
crats and a smaller number of 
Whigs seceded from the old parties 
and formed the Free-Soil party, which 
desired to shut slavery out of the 
Territories. The Democrats nominated General Cass ; 
the Whigs nominated General Zachary Taylor, the hero 
of Buena Vista, for President. The Free-Soilers nomi- 
nated ex-President Martin 
Van Buren. Taylor was 
elected. After serving for 
a year and four months. 
President Taylor died, and 
was succeeded by Millard 
Fillmore, the Vice-Presi- 
dent. 

But while the country 
was excited over the presi- 
dential election, an event 
took place in the newly an- 



ZACHARY TAYLOR. 



Zachary Taylor.— General Taylor 
was the twelfth President of the United 
States, and of these first twelve Presi- 
dents seven were born in Virginia, which 
got the name of " the Mother of Presi- 
dents" from that fact. Zachary Taylor 
was born in Virginia in 1784, but he was 
carried to Kentucky in his infancy. He 
got a commission in the army when he 
was twenty-four years old. He gained 
his first distinction by his gallant defense 
of Fort Harrison in the war against Te- 
cumseh's Indians. (Chapter XL.) In 
a war waged against the Seminole Indians 
in Florida he defeated the savages in a 
severe battle at Okeechobee. His fame 
rests on his achievements in the Mexican 
War, which we have related in Chap- 
ter XLVI. 



Election and 
death of Presi- 
dent Taylor. 
Fillmore suc- 
ceeds to the 
presidency. 



Discovery of gold 
in California. 



294 



THE QUESTION OF SLAVERY IN POLITICS. 



Millard Fillmore, born in New York, 
1800. He secured his education with 
difficulty, and rose to prominence in his 
profession. In his own State he secured 
the passage of a law abolishing imprison- 
ment for debt. Died 1874. 



Fugitive slaves 

and the slave- 
trade in the Dis- 
trict ot Columbia. 



nexed Territory of California that gave new violence to 
the slavery debate. Particles of gold were discovered 
in the Sacramento River in California in 1848. The 
California mines proved to be the richest in the world. 
A great rush of people to 
the new Territory set in. 
Ships loaded with passen- 
gers sailed around Cape 
Horn, and trains of ox-carts 
went across the plains, then occupied only by Indians. 
In 1849 the people of California set up a State govern- 
ment without authority from Congress, and asked to be 
immediately admitted to the Union. As part of the new 
State was south of the Missouri Compromise line, and as 
its Constitution forbade slavery, the slave States were 
opposed to this addition to the number of free States. 

Meantime the growing anti-slavery sentiment at the 
North made it harder to reclaim runaway slaves, who 
escaped in large number to the 
free States. The Southern States 
complained of this as a violation 
of the Constitution, which provided 
that all such fugitives should be 
sent back. The Northern States 
complained that the public traffic 
in slaves in the city of Washington 
was highly improper in the capital 
of a free country. 

The veteran statesman Henry 
Clay had always been a skillful com- 
promiser of difficulties. He now ar- 
ranged and carried, with the help of 




MILLARO FILLMORt. 



THE QUESTION OF SLAVERY IN POLITICS. 



295 




FRANKLIN PIERCE. 



Webster and others, the measures which have since The compromise 
been known as "The Compromise of 1850." By this 
compromise slavery was to be continued in 
the District of Columbia, but the buying ,^ 
and selling of slaves there was to be abol- 
ished. At the same time a new and severe 
law was made for the return of fugitive 
slaves to their masters. The arrest of run- 
away slaves was no longer left to the States, 
but intrusted to United States officers. Cali- 
fornia was admitted under the free State 
constitution she had adopted, and New 
Mexico was organized as a Territory with 
out slavery. The leading statesmen of 
the country imagined that these measures, 
which gave something to each side, would stop the de- 
bate and forever put to rest this dangerous question. 

There was indeed a lull in the excitement. The little Election of 

o M 1 • 1 1 1 1 1 1 T r 1 T-^ Franklin Pierce. 

tree-Soil party, which had helped to defeat the Demo- 
crats in 1848, cast fewer votes in 1852 for its candidate, 
John P. Hale, than it had cast for Van Buren in 1848. 

The Whigs nominated Gen- 
eral Winfield Scott, the 
conqueror of the city of 
Mexico, but divisions on the 
slavery question had broken 
the power of that party, 
and Franklin Pierce, of New Hampshire, the Demo- 
cratic candidate, was elected by a large majority. 

The Compromise of 1850 did not prove to be, what its opposition to tim 

fugitive-slave 

promoters called it, " a finality " ; that is, an end of the law. 
debate. The fugitive-slave law exasperated the North- 



Franklin Pierce, fourteenth Presi- 
dent, born in New Hampshire, 1804. He 
was a lawyer, a member of the House of 
Repiesentatives, and a United States 
senator. He served in the Mexican War 
as brigadier-general under Scott. He 
was a man of correct life, but of mediocre 
ability. Died 1869. 



296 



THE QUESTION OF SLAVERY IN POLITICS. 



Effect of "Uncle 
Tom's Cabin." 



Dissatisfaction 
at the South. 



Efforts to secure 
new territory at 
the South. The 
filibusters. 



Questions for 
study. 



ern people. Every negro claimed under it excited the 
sympathy of the people and awakened opposition. 

The anti-slavery sentiment at the North was quick- 
ened and diffused at this time by the publication of the 
novel entitled " Uncle Tom's Cabin." It was calcu- 
lated to excite sympathy for slaves, and it at once 
reached a circulation that has hardly an equal in the 
history of literature. 

The South was equally dissatisfied. The violent cen- 
sures of anti-slavery speakers and writers excited bit- 
ter feelings. It soon became evident also that about 
all of the territory remaining to be admitted into the 
Union would, in the nature of things, come in as free 
States. It was seen that this would put the slave States 
in the minority, and destroy what was called " the bal- 
ance of power " between the two sections. 

Attempts were therefore made to purchase the Isl- 
and of Cuba, in order to make new States from it. But 
Spain refused to sell Cuba. The desire of our people 
for new territory had been greatly inflamed by their 
recent acquisitions, and threats were made to seize Cuba 
by force. Expeditions were secretly fitted out in the 
United States to promote insurrections in the island, 
but they came to nothing. Several attempts were made 
by " filibusters " to seize territory from the weak states 
in Central America. These were continued until i860, 
when the chief filibuster, William Walker, was captured 
and executed by Central American authorities. 



What war immediately followed the annexation of Texas.? How did 
the Mexican War lead to the reopening of the controversy about slavery .' 
How did this bring about at last a great change in the history of Amer- 
ica? How did the people of this country feel about the slavery 



THE QUESTION OF SLAVERY IN POLITICS. 2Q7 

question after the adoption of the Missouri Compromise in 1820? How 
were the anti-slavery men regarded? Why was the discussion of the 
subject thought to be unpatriotic ? What disturbed the arrange- 

ment made by the Missouri Compromise ? What was " the Wilmot Pro- 
viso " ? Was it introduced before or after the close of the Mexican War ? 
Was it adopted or rejected ? What effect did it have ? How was 

the Free-Soil party formed ? What did the Free-Soilers wish to do ? 
Who was nominated by the Democrats in 1848? Who by the Whigs ? 
Who by the Free-Soilers ? What was the result ? What had brought 
General Taylor into fame ? How long was he President ? Who suc- 
ceeded him ? What happened in California during the presi- 
dential canvass of 1848? What followed this discovery? How did emi- 
grants get to California in that day ? What did the people do for gov- 
ernment ? Why were the people of the Southern States opposed to 
the admission of California as a free State ? What complaint 
did the Southern people make against the Northern States ? What 
did the Constitution provide in this regard ? What did the North- 
ern people complain of ? Who arranged the Compromise of 
1850? What provisions were made by this compromise in regard to 
slavery in the District of Columbia ? What was done about the sale 
of slaves there ? What was done about fugitive slaves ? What did 
the leading statesmen of the country imagine in regard to these meas- 
ures? What was the first effect of the compromise? What 
three candidates ran for President in 1852? For what was Scott cele- 
brated ? Mention some of his battles (see preceding chapter). Which 
candidate was elected ? Which of the compromise measures of 
1850 excited ill feeling at the North? Why? What book 
published at this time increased the anti-slavery feeling ? What is 
said of the popularity of this book? Why was the South dissatis- 
fied ? What attempt to purchase new territory was made ? 
With what success ? What is said of filibustering expeditions ? What 
was the fate of William Walker ? 

I. From the annexation to the civil war. Study by topics. 

1. Admission of Texas led to 

2. Mexican War led to 

3. Acquisition of new territory led to 

4. New slavery agitation led to 

5. Civil war. 

11. The slavery agitation. 

1. The Wilmot Proviso. 

2. The admission of California. 

3. The Compromise of 1850. / 

4. Return of fugitive slaves. 



298 



THE QUESTION OF SLAVERY IN POLITICS. 



Geography. 



5. Effect of "Uncle Tom's Cabin." 

6. Attempts to restore the balance of power. 

a. By the purchase of Cuba. 

b. By filibustering' expeditions. 

In what direction is the Island of Cuba from the United States ? Which one of 
our States lies nearest to Cuba ? What country lies between the United States and 
Central America ? 



Decay of the 
Whig party 



The American, or 

Know-Nothing, 

party. 




STEPHEN A. DOUGLAS. 



The Kansas- 
Nebraska Bill. 



CHAPTER XLTX. 
Break-up of Old Parties.— Approach of the Civil War. 

The Whig party was passing into decrepitude. The 
measures it had advocated — the United States Bank, the 
tariff, and internal improvements — were no longer of the 
highest importance in the eyes of the people. 

The Whigs had been badly beaten in 1852. Those 
opposed to the Democratic party felt obliged to take 
new ground. A party was founded in 1853, which pro- 
posed to keep foreigners out of office and to make them 
wait a longer term before becoming citizens. This new 
party was the " American party.' Its members were 
organized in secret lodges, and it carried many elec- 
tions by surprise. To all questions about its doings 
the members of this order answered, " I don't know." 
From this arose the name " Know-Nothing," which was 
commonly applied to the party. It spread rapidly 
for two or three years, but died as quickly as it had 
come into life, for the slavery question took a new 
form, which left no room for any other debate. 
This new form was brought about by the bill organ- 
izing the Territories of Nebraska and Kansas, introduced 
in 1854 by Senator Douglas, of Illinois. This bill re- 
pealed the Missouri Compromise, which had been adopt- 



APPROACH OF THE CIVIL WAR. 2QQ 

ed in 1820. By that compromise slavery had been for- 
bidden in all new territory north of latitude thirty-six 
degrees and a half. Kansas and Nebraska were on the 
north side of this line. The " Nebraska Bill," as it was 
called, repealed this restriction, and left it for the settlers 
in the new territory to decide the question of slavery for 
themselves. This was called " Squatter Sovereignty " in 
the discussions of the time. 

The excitement over the repeal of the Missouri Formation of the 

Free-Soil and 

Compromise exceeded any ever before known in this then of the Re- 

TiT 1 • 1 -VT 1 11- publican party. 

country. Many people in the North regarded it as an 
act of bad faith. People in the South claimed that they 
had an equal right with free-state people to take their 
property of every kind to the new Territories. Both 
sides became exceedingly violent. As President Pierce 
favored the Nebraska Bill, those Whigs who took the 
same side generally went over to the Democratic party, 
while those opposed to the repeal of the Missouri Com- 
promise, whether Whigs or Democrats, united, and, 
with the old Free-Soil party, formed an " Anti-Nebraska 
party." This presently took the name " Republican," 
but it is not to be confounded with the old Republican 
party of the days of Jefferson. 

Meantime the great struggle between the two sec- violent collisions 

.in Kansas. 

tions had been transferred to the new Territory of 
Kansas. This lay directly west of Missouri, and a 
strong effort was made to secure it, both by the North 
and the South. Emigrants poured in from both sides 
of the line bfetween the free and the slave States. 
Societies were formed at the North to promote emi- 
gration, and in Missouri to keep emigrants from the 
free States away. Many free-state men were stopped 



BMchanan elected 
President, 1856. 



000 APPROACH OF THE CIVIL WAR. 

and turned back on the Missouri River. The free- 
state people and the slave-state people now came into 
collision on the Kansas prairies. Men from Missouri 
assisted the Southern party. Rival governments were 
formed. Kansas soon became the scene of a violent 
struggle. Midnight assassinations and mobs were com- 
mon, and something like open war broke out from 
time to time. The men from the Northern States soon 
had a majority, and asked admission to the Union. The 
bloody feud in Kansas by this time produced the great- 
est excitement in Congress and convulsed the whole 
country. 

While the people were in this state of passionate 
excitement about the struggle in Kansas, the presidential 
canvass of 1856 came on. The Democrats nominated 
James Buchanan, of Penn- 
sylvania ; the new Repub- 
lican party nominated John 
C. Fremont, who had be- 
come known as a daring 
explorer in the Western 
plains, and who had taken 
part in the conquest of 
California. The American, 
or Know - nothing, pirty 
nominated ex-President Mil- 
lard Fillmore. Buchanan, the Democratic candidate, 
was elected. Fillmore got but eight electoral votes, 
Fremont one hundred and fourteen, and Buchanan one 
hundred and seventy-four. The election showed that 
the people were incerested in nothing but the settle- 
ment of the slavery question. No presidential elec- 



v 



James Buchanan, fifteenth Presi- 
dent, born in Pennsylvania, 1791. He 
was a successful lawyer, a member of 
Congress, United States minister to 
Russia, member of the Senate, and Sec- 
retary of State in the Cabinet of Presi- 
dent Polk. He was minister to England 
during the administration of Pierce. In 
1854 he was one of the signers of a docu- 
ment known as the " Ostend Manifesto," 
by which three foreign ambassadors of 
the United States assembled at Ostend, 
in Belgium, advised their government 
to seize the Island of Cuba by force, if it 
could not be purcha->ed from Spain. Died 



APPROACH OF THE CIVIL WAR. 



301 




tion had ever before turned wholly or chiefly on this 
question. 

The Supreme Court of the United States now at- The Dred scott 

decision. 

tempted to settle the question of slavery in the Terri- 
tories, and thus take it out of politics. In the 
spring of 1857, in the case of a negro named 
Dred Scott, who sued for his freedom on 
the ground that his master had taken 
him to a free State, the Supreme Court 
decided that the African whose ances- 
tors had been slaves had no rights under 
the Constitution, and that Congress 
had no power to forbid slavery in 
the Territories. So, far from settling 
the question, this decision proved to 
be oil on the fire. The North now feared 
that slavery would be made national by a 
decision of the Supreme Court, and that the free States 
would thus be forced to admit slaveholding. 

In 1859 John Brown, who had borne a conspicuous John Brown's 

raid, 1859, 

part as a free-state man in the murderous feuds of the 
Kansas struggle, seized the United States armory at 
Harper's Ferry, in the mountains of Virginia, and under- 
took to liberate the slaves. As he had but eighteen men 
under his command, he was soon overcome. He was 
tried and executed, but this raid alarmed the South more 
than the Dred Scott decision had the North. People 
at the South began to fear that the Northern people 
were trying to arm the slaves for the murder of their 
masters. 

The excitement over the subject of slavery had Lincoln elected 

■' ■' President, i860. 

already divided into two parts nearly all the great 



JAMES BUCHANAN. 



302 



APPROACH OF THE CIVIL WAR. 



religious denominations, and had destroyed the Whig" 
party. In i860 it divided the Democratic party. 
The majority in the convention of the party nominated 
Stephen A. Douglas, of Illinois, the author of the Kansas- 
Nebraska Bill. The Democrats who adhered most 
strongly to the South put forward John C. Breckin- 
ridge, of Kentucky. The Republicans nominated Abra- 
ham Lincoln, of Illinois. The Constitutional Union 
party, as it was called, which desired to make peace 
between the angry sections, nominated John BeU, of 
Tennessee. Lincoln was elected. We have now reached 
the point where the angry debate between the North 
and the South was at last about to break into a long 
and terrible war. 

One element in the political jealousies of this excited 
time was the increase of free States. Minnesota was 
admitted in 1858, Oregon in 1859, ^^^^ Kansas soon after 

in 1861. These were all free 
States. There was now no territory left at the South 
from which new slave States could be made. 



Increase in the 
number of free 
States. Minne- 
sota admitted, 
1858 ; Oregon, 
1859; and Kansas. ^^^ elcCtioU of Liucolu 

ItSDI. 



Questions for 
study. 



What great party was badly beaten in 1852? What measures did 
the Whigs advocate ? What new party was founded to take its place in 
1853 ? What did the American party propose to do regarding those who 
came from foreign countries ? How were its members organized ? Why 
were they called Know-nothings ? Did the party last long ? What 

brought up the slavery question in a new form ? By whom was the 
" Nebraska Bill " introduced ? What did this bill repeal ? What can 
you tell about the Missouri Compromise ? Why called Missouri Com- 
promise? (See pages 260, 261.) How long had this compromise lasted 
in 1854? (Subtract 1821 from 1854.) On which side of the Missouri 
Compromise line were Kansas and Nebraska — that in which slavery was 
allowed or that in which it was forbidden ? How was slavery to be set- 
tled in these Territories according to the Nebraska Bill ? What 
effect did this act have ? How did the people in ihe North regard it ? 



APPROACH OF THE CIVIL WAR. ^Q^ 

What view did the people of the South take of it? What ground did 
President Pierce take ? What became of the Whigs who were divided 
by this question ? What name was given at first to those who opposed 
the Nebraska Bill ? What name was finally given to this party ? Had 
there been any other party called Republican ? What took place 

in Kansas ? How was Kansas situated with regard to Missouri ? What 
measures were taken at the North ? What was done to check emigra- 
tion from the free States? What form did the struggle in Kansas take? 
What effect did the struggle have on Congress and the country ? 
Who was the candidate of the Democratic party in 1856? Who was 
nominated by the new Republican party ? Who was the candidate of 
the Know-nothing party? Which was elected? What did the election 
show? How did the Supreme Court try to settle the question? 

In what case did they render their decision ? What did they decide 
about slavery in the Territories ? What effect did their plan for settling 
the dispute have? Who was John Brown? What armory did 

he seize? Where is Harper's Ferry? How many men did he have? 
What effect did his raid have upon the South ? What effect had 

the slavery question had on most of the religious denominations? What 
effect had it had on the Whig party ? What took place in the Demo- 
cratic party in i860? Who was nominated by the majority of that party? 
Who by those that adhered most strongly to the South ? Whom did 
the Republicans nominate ? There was a fourth party : what was it 
called ? Whom did the Constitutional Union party nominate ? Who 
was elected ? What State was admitted in 1858? What in the 

next year? When was Kansas admitted? W^hy was it that no more 
slave States were formed ? 

Some of these topics are treated in the preceding chapter, and are here reviewed 
for the sake of completeness. 

I. Rise and fall of new parties after the Mexican War. 

1. The Free-Soil party, nicknamed "Barn-burners." 

2. Decay of the Whig party. 

3. The American party, called also " Know-nothings.'" 

4. The Republican party, at first "Anti-Nebraska." 

5. The Constitutional party in i860. 

II. The question of slavery in the Territories. 

1. The Wilmot Proviso. 

2. The Compromise of 1850 and the admission of California 

3. Repeal of the Missouri Compromise. 

4. The struggle in Kansas. 
c. The Dred Scott decision. 

6. The John Brown raid. 

7. The election of Lincoln. 



study by topicts. 



304 



APPROACH OF THE CIVIL WAR. 



Composition. It would be a good exercise for a pupil to write a paper on " The 

Causes of the Civil War." Let him use his own words and express his 
own opinions, prejudices, and sympathies, whatever they may be. 

Geography. What large river rises in Minnesota ? On what large lake does a part of Minne- 

sota lie ? What States lie to the south and east of it ? How is Oregon situated with 
reference to California ? What ocean on its western border ? What State on the 
eastern border of Kansas ? 



The movement 
of secession. 



Difference of 
opinion about 
State sover- 
eignty. 



CHAPTER L. 
How the Great Civil War began. 

The excitement at the South had reached a pitch that 
rendered an effort to break up the Union "inevitable. 
From the moment that Lincoln's election was known, 
active preparations were made in what were called the 
"cotton States" — South Carolina, Georgia, Florida, 
Alabama, Mississippi, Louisiana, and Texas — to dissolve 
the Union of States. 

From the beginning of the government there were 
two opinions in regard to the power of a State under the 
Constitution. The Federalists thought that nearly all the 
powers of government were vested in the United States 
authorities, but the Jefferson Republicans held that a 
State retained a considerable share of independence. At 
a later period the chief advocate for the sovcreigntv of 
the State had been John C. Calhoun, of South Carolina 
(page 268), who thought a State could declare an act of 
Congress null — that is, not valid within its bounds. In 
1832 the State of South Carolina declared the tariff law 
null, and forbade its citizens to pay the duties. This 
was called nullification ; but President Jackson, who did 
not believe in the doctrine, threatened the nullihers with 
the army and navy of the United States. 



i 



HOW THE GREAT CIVIL WAR BEGAN. 



305 



The States-rights doctrine — as the belief in the right The seven "cot- 
ton States " pass 

of a State to act independently was called — had found a ordinances of 

good many adherents in the South, and in the present 

excitement the extreme Southern States claimed that, by 

exercising the right of the individual State, they might 

lawfully secede from the Union. South Carolina first 

passed an ordinance of secession on December 20, i860. 

By the ist of February each of the seven "cotton 

States " had declared itself separated from the Union 

and independent. 

Meantime the recollection of the success of the Mis- The Peace con- 
vention meets 
souri Compromise in 1820 (page 260), and of the Compro- in vain. 

mise of 1850 (page 294), led some members of Congress 
to try to settle the troubles once more by compromise. 
Many plans for changes in the Constitution and laws were 
proposed in Congress, but all without avail. A " Peace 
Convention," suggested by Virginia, assembled in Wash- 
ington on the 4th of February, 1861. There were dele- 
gates from all but the seceded States. John Tyler, ex- 
President of the United States, was president of this con- 
vention. But the plan of compromise suggested by the 
Peace Convention failed, like all others. The time for 
compromises had gone by, and it was beyond the in- 
genuity of man to prevent a collision between the two 
sections which had opposed each other in politics, and 
were now about to try their strength and endurance in 
the deadly struggles of the battle-field. 

It was a time of great trouble and division. Manv The period of 

. . • ' confusion. 

people at the North sympathized with the secession 
movement ; many people at the South were in favor of 
maintaining the Union. Part of the Cabinet of Presi- 
dent Buchanan desired to help the seceding States, to 



3ob 



HOW THE GREAT CIVIL WAR BEGAN. 



Anderson in 
Fort Sumter. 



Confederate gov- 
ernment formed. 



The bombard- 
ment of Fort 
Sumter. 



which they belonged ; the other Secretaries considered 
secession rebellion, and urged him to use force to sup- 
press it. The President, for his part, did not believe 
that the States had a right to go out of the Union, but 
he also did not believe that he had any authority to 
compel them to stay in. So everything was in confu- 
sion, debate, and perplexity in that awful winter, during 
which a storm was gathering, the force and extent of 
which nobody could foresee. 

All eyes were turned to Charleston harbor, where 
thousands of excited Southerners faced a little garrison 
under command of Major Robert Anderson. On the 
evening of the day after Christmas, Anderson suddenly 
moved his garrison in the dark from the weak Fort 
Moultrie into the stronger Fort Sumter. A ship sent 
with supplies and re-enforcements was fired on by the 
South Carolina batteries and turned back. 

On the 4th of February, the day that the Peace Con- 
vention met in Washington, there assembled in Mont- 
gomery, Ala., a convention 
of delegates from the se- 
ceded States. This conven- 
tion proceeded to form a 
new government, under the 
title of " The Confederate 
States of America." Jeffer- 
son Davis, of Mississippi, 
was elected President. 

On the 4th of March 
Abraham Lincoln was inaugurated President of the 
United States. Measures were soon taken to re-enforce 
and supply the garrison of Fort Sumter. But the ships 



Jefferson Davis wns bom in Ken- 
tucky, June 3, 180S. He graduated at 
West Point in 1828. He left the army in 
1835, and became a member of Congress 
ten years later. In the Mexican War he 
was colonel of a Mississippi regiment, 
and was distinguished for courage and 
coolness in action. He served several 
years as United States Senator from Mis- 
sissippi, and was Secretary of War in 
President Pierce's Cabinet. He again 
entered the Senate in 1857, from which 
he resigned when Mississippi seceded in 
1861. He was President of the Confed- 
eracy. He died Dec. 6, 1889. 




<cr: 

— UJ 



< > 



HOW THE GREAT CIVIL WAR BEGAN. 



307 



sent were detained outside the bar by a storm, and, as 
soon as their coming was known, all the Confederate 
batteries about the harbor opened on Fort Sumter, 
which, after a while, replied. For 
thirty-six hours the bombardment 
continued, setting fire to the wood- 
work of the fort and pounding its 
walls to pieces. At the end of 
this time Major Anderson, whose 
provisions were nearly exhausted, 
agreed to evacuate the fort. 

Curiously enough, nobody was 
killed on either side in this bom- 
bardment. But the bombardment 
of Sumter changed the whole situ- 



ation. Doubt was at an end on 
both sides. Virginia, North Caro- 
lina, Tennessee, and Arkansas, forced now to take one 
side or the other, soon joined the Confederacy. On the The war begun, 
other hand, the Sunday morning on which Major An- 
derson marched out of Fort Sumter saw the Northern 
States also almost of one mind. Men were wild with 
excitement, and political parties were forgotten. It was 
not for Congress or the President to decide on peace 
or war — the war burst uncontrollably from the pent-up 
feelings of the people. 

In response to a call from the President, near- 
ly a hundred thousand men enlisted in the North- 
ern States in three days. Trains loaded with 
volunteers began to move toward Washington. 
Money and ships without stint were offered to 
the government by the rich. The Southern peo- 




JEFFERSON DAVIS. 



21 




CONFEDERATE FLAG 
• OF 1881. 



3o8 



HOW THE GREAT CIVIL WAR BEGAN. 



The rush to pie wcrc equally enthusiastic and unanimous. Thou- 
sands of the young men of the South eagerly poured 
into Virginia. The great civil war had burst upon the 
country in all its fury. 



Questions 
for study. 




How many 
States were 
called " cot- 
ton States " ? 
What were 
they ? What 
took place in 

the cotton States when Lincoln's election became known ? What 

difference of opinion had there been from the beginning of the gov- 
ernment about the power of a State ? What did the Federalists hold ? 
What was the opinion of the Republican party of Jefferson's time? 
Who had been the chief advocate for State sovereignty in later times ? 
What can you tell about the nuUihcation movement in South Caro- 
lina? How did President Jackson regard the doctrine of nullifica- 
tion? In what part of the country had the States-rights doc- 
trine found adherents ? How did the Southern States propose to 
leave the Union ? What State seceded first ? How many States had 
seceded by February ist? What two celebrated compromises 
were remembered at this time ? What did this recollection lead to ? 
What plans were formed in Congress ? With what result ? What State 
suggested the "Peace Convention"? Where did it meet? Who was 
its president? What was the result of this plan of compromise sug- 
gested by the Peace Convention ? Was there any way to avoid war ? 
Were the people at the North unanimous at this time? Were the 
people of the South all agreed ? What division of opinion was there 



HOW THE GREAT CIVIL WAR BEGAN. 



309 



in the President's Cabinet? What opinions did President Buchanan 
hold ? To what fort in the South were all eyes turned ? Who 

commanded this fort ? What did Anderson do on the evening of the 
day after Christmas ? What happened to the ship sent with supplies ? 
What convention assembled at the South in February? What did this 
convention proceed to form ? What was this new government called ? 
Who was chosen President of the Confederate States ? When 

Lincoln was inaugurated, what was done about Fort Sumter? What 
happened to the ships sent to relieve it? What took place when the 
ships were discovered ? How long did the bombardment last ? What 
effect did it have? What did M.gor Anderson do at the end of this 
time? What effect did the bombardment of Sumcer have on the 

Southern States? What new States joined the Confederacy? What 
effect did it have at the North ? What is said of enlistments at 

the North ? Of money and ships given to the government ? What is 
said of the excitement at the South ? Into what State did thousands of 
Southern young men hasten? 




I. Movements at the South. 

1. Secession. 

a. The " States-rights doctrine." 

b. Seven States secede. 

2. The "Confederate States" formed. 

3. The war begun. 

a. The capture of Fort Sumter. 

b. Four more States join the 

Confederacy. 

c. Troops pushed into Virginia. 
II. Movements at Washington and in the 

North. 

1. Efforts at compromise. 

a. Plans proposed in Congress. 

b. The Peace Convention. 

2. The inauguration of Lincoln. 

3. The war begun. 

a. Effort to relieve Sumter. 

b. Effect of the attack on Sumter. 

I. The situation of the seven "cotton States" : How many are on the Gulf of Geography. 
Mexico ? How many touch the Atlantic Ocean ? Which lies on both the gulf and 
the ocean ? Which of the cotton States border on the Mississippi River .' Which 
one is next to Mexico ? 2. The situation of the four additional States which seceded 
after the war began, viz., Virginia, North Carolina, Tennessee, and Arkansas : How 
many and which He on the Atlantic ? How many are on the Mississippi River ? 
3. The location of Fort Sumter : In what harbor ? In what State is Charleston ? 



310 



BULL RUN. — FIRST WESTERN CAMPAioN. 



CHAPTER LI. 



Confederate Victory at Bull Run.— The First Western 

Campaign. 

The question We arc to remember that, though the war was caused 

of Union or 

secession. by slavcry, it was not at first about slavery, but about 

secession. *' Our States are sovereign, and have a right 
to secede when they think they have reason," was the 
Southern view of the matter. " You are a part of the 
Union, which forms but one nation, and to break up the 
Union is rebellion," was the Northern view. But the 
passions excited by the bitter debate over questions 
relating to slavery lay at the bottom of the struggle. 
Neither side dreamed of the long and bloody conflict 
that was to follow. Each expected to settle the matter 
in two or three battles. Both of them found out what 
stubborn work it was to fight against Americans. 

Advantages and Xhe Southemcrs wcrc naturally more military than 

disadvantages. 

the Northern people ; they were generally accustomed 
to the saddle and the use of fire-arms. Many of the 
Northern men, especially those of the Eastern States, 
had to learn to load and fire a gun after they went into 
the army. For a long war the North had several ad- 
vantages. Money, trade, and the mechanical facilities 
for producing arms, ships, clothing, and other military 
necessities, belonged in a superior degree to the North. 
The North had also the advantage of numbers ; the 
South the advantage of fighting in defense of its own 
ground. 

The divided sympathies of the people in the border 
States, and the quick sending forward of volunteers 



BULL RUN. — FIPST WESTERN CAMPAIGN. 



311 



T .le Struggle for Missouri. — The 
batues in Missouri and Arkansas proved 
a side campaign that had for its aim the 
SLCuring of Missouri, in which opinion 
I vi'as much divided for the Union or the 
"■onfederacy. The Governor of Missouri 
00k sides with the Confederacy. In the 
hard-fought battle of Wilson's Creek, 
August 10, 1861, General Lyon, of the 
United States army, was killed, and his 
army retreated after the fight. The Con- 
federate general Price attacked Lexing- 
ton, Missouri, on the i8th of September 
following, and captured nearly three thou- 
sand Union soldiers. In November fol- 
lowing. General Pope, of the - United 
States army, by several skillful move- 
ments, intercepted and captured large 
bodies of recruits on their way to join the 
Confederate army. A severe battle 
foughj; at Pea Ridge, in northwestern 
Arkansas, on the 6th of March, 1862, 
finally secured Missouri to the Union, by 
preventing the Confederate forces from 
re-entering thai State. 



from the North by many The prompt 

., , 1 ivT movement from 

railroads, prevented Mary- the North secures 

land, Kentucky, and ^'^- the border region. 



Mis- 

In 

Vir- 



souri from seceding 
the western part of 
ginia, where the slaves were 
few, the Union sentiment 
was strong, and this re- 
gion, after a while, sepa- 
rated itself from Virginia 
and formed a new State, 
which took the name of 
West Virginia. The fail- 
ure to secure the border 
region was a serious loss 



to the Confederacy, for this 
was a land of Indian corn, most valuable for the feed- 
ing of armies. The South thus lost also the Ohio and 
Potomac rivers — the best line of defense. 

The war opened with several small actions, such as opening move- 
the seizure of ports and navy-yards by the Confederates, 
the attack on Union troops by a mob in Baltimore, 
several skirmishes in different parts of the country, and 
battles in the mountains of Virginia. The Confederates 

had moved their capital 
from Montgomery, Ala., 
to Richmond, Va., and 
the first important battle- 
ground would lie between ■ 
the two capitals. So sure 



Campaign in West Virginia. — 
Several battles, though of no great mag- 
nitude, were fought to secure control of 
West Virginia. The Union armies here 
were commanded by General George B. 
McClcUan. A small battle at Philippi 
was won by the Union troops, and a 
more considerable e : 'ement at Rich 
Mountain (June it. ; ''I), lasting about 
an hour and a half, _,ave the pob- >sion of 
West Virginia to the Federal govern- 
ment. 



were I'^e people of a short 
war. that most af the North- 



312 



BULL RUN. — FIRST WESTERN CAMPAIGN. 




mviN Mcdowell. 



Confederates win 
the first battle. 




Early Battles in Kentucky. — The 
early struggle in eastern Kentucky was 
a little war by itself. Besides minor 
skirmishes, Colonel Garfield, afterward 
President, defeated the Confederate lead- 
er Humphrey Marshall in the little battle 
of Prestonburg on the 17th of January, 
1862. Another sharp conflict took place 
at Mill Spring two days later, in which 
General George H. Thomas was victori- 
ous over the Confederate general Zolli- 
kofier. 



Grant takes 
Fort Henry and 
Fort Donelson. 




ANDREW H. FOOTE, 



ern volunteers had been called out for only three 
months, and it was thought necessary to fight a battle 
before their time should expire. The people and news- 
papers at the North were clamoring for a forward 
movement. 
General McDowell moved toward Richmond, and 
on the 2ist of July, 1861, the battle of Bull Run, 
or Manassas, was fought, 
chiefly by raw troops on 
both sides. Generals Joseph 
E. Johnston and Beaure- 
gard commanded the Con- 
federates. The battle was a 
severe one and the losses 
were heavy, but the Con- 
federates were re-enforced 
at the right moment, and the Union army was at 
length entirely routed, and fled back to Washington in 
confusion. 

The first important movement after Bull Run was 
the campaign which broke the Confederate line at the 
West, and gave the Mississippi River above Vicksburg 
to the control of the Federal government. Ulysses S. 
Grant, who had already begun to show good mili- 
tary abilities, moved against Fort, Henry, on the 
Tennessee River, in co-operation with the gun- 
boat fleet under Commodore Foote. Grant and 
Foote captured Fort Henry February 6, 1862. 
The Tennessee River here runs near to the 
Cumberland River. On the Cumberland Riv- 
er, only about twelve miles from Fort Henry, 
v/as the Confederate Fort Donelson. After a 



lisepw^i® 




3H 



BULL RUN. — FIRST WESTERN CAMPAIGN. 



Fall of Island 
No. 10. 




Grant moves 
toward Corinth. 



stubborn battle, in which the Union loss was twenty- 
three hundred men, this fort was also surrendered, 
and with it fifteen thousand Confederate troops. This 
broke the center of the Confederate line of defense in 
the West, and forced them to fall back from Nashville 
and other points. 

General Pope, supported by gunboats, now moved 
against the Confederates who blocked the Mississippi at 
New Madrid and Island No. lo. New Madrid was 
evacuated, but, in order to capture Island No. lo, Pope, 
who was on the west side of the river, must cross below 
the island and cut off its supplies. As the batteries on 
the island blocked the river, he had to dig a canal 
across a bend in the river in order to get transport- 
boats below the island, so as to ferry across the Mis- 
sissippi. It took nineteen days to cut this canal. Gun- 
boats could not get through it, and the transports could 
not cross without their protection. Two gunboats were 
run past the batteries of the island at night. Cut off on 
all sides, the island was compelled to surrender, with 
nearly seven thousand men. 

The object of the Union troops in attacking Island 
No. ID had been to take a step toward getting posses- 
sion of the Mississippi River, so as to get the use of 
this great highway, and thus separate the Confederacy 
into two parts. For the same purpose the forces under 
Grant, after taking Fort Donelson, pushed southward up 
the Tennessee River, and a movement was planned to 
take Corinth, in the northern part of Mississippi. Many 
railroads centered at this place. The Union army, un- 
der General Grant, was gathered near Corinth, at Pitts- 
burg Landing, in Tennessee, on the banks of the Ten- 



BUT.L RUN. — FIRST WESTERN CAMPAIGN, 



31^ 




A. S. JOHNSTON. 



nessee River. Grant had from thirty to forty thousand 
men, and had no thought of a powerful enemy near at 
hand. The Confederate general, Albert Sidney John- 
ston, rapidly collected a strong army, and determined 
to crush the force at the Landing before Grant could 
be re-enforced by the arrival of another army under 
General Buell. 

The battle of Shiloh, or Pittsburg Landing, began on 
Sunday morning, April 6, 1862. Johnston undertook to The great 

, " . , . ^ ^ • /^ , battle of Shiloh, 

attack in such a way as to surprise and drive Grants or Pittsburg 
army back between the river and a creek. The loss on ^" *"^' 
that dreadful Sunday was great on both sides. The 
Confederates, with desperate energy, drove Grant's men 
back until Pittsburg Landing was almost in their pos- 
session. But their general, Albert Sidney Johnston, 
was killed. Buell's army began to arrive, and the 
Unioft troops were re-formed in the night. The '' 
second day's fighting was also extremely severe. ^' f =^ 
The exhausted Confederates under Beauregard at 
length retired from the field. This was the first great 
battle of the war. 

The Union army, when it had a little recovered from corinth evacu- 
ated by the Con- 

the terrible shock and had "been recruited, moved for- federates, 
ward against Corinth, w^hich, 
after a siege, was evacu- 
ated by Beauregard on the 
30th of May, The conse- 
quence of this success was, 
that the whole Mississippi 
River, as far down as Vicks- 
burg, came into possession of 
the Federal authorities. 




D. C. BUELL. 




3i6 



BULL RUN. — FIRST WESTERN CAMPAIGN. 



Questions for 
study. 




What was the war caused by ? What was the war about } How 
could the war be caused by slavery, and not be about slavery ? What 
was the Southern claim in the matter of secession ? What was the 
position of the North ? Was a long war expected on either side .■* 
Which were naturally the more military, the Southern or the North- 
ern people.'* Which knew the more in general about fire-arms.'' What 

advantages had the North for a long war ? 
Which had the advantage of numbers ? 
What advantage had the Southern troops ? 
What prevented Maryland, Kentucky, 
and Missouri from seceding? What part 
of Virginia remained in the Union ? How 
was this managed .'' What advantage did 
the North get from holding the four bor- 
der States ? What good line of defense 
did the South lose in losing the border ? 
With what kind of actions did the war begin .' To what place 
did the Confederates move their capital ? W' here would the first great 
battle-ground naturally be ? Why was it necessary to the Union 
army to fight a battle at once ? What movement did McDowell 

make.? What battle was fought on the 21st of July, 1861 .? Who 
commanded the Confederate army at this battle ? Which won the 
battle.'' What was the first important movement after Bull 

Run.? What fort did Grant attack first.? Who commanded the gun- 
boat fleet that helped him ? 
How far away from the 
Cumberland is the Ten- 
nessee River at this place.? 
What fort had the Confed- 
erates on the Cumberland 
River .? What took place 
at Fort Donelson .? What 
was the result to the Confederates of the loss of 
this fort .? Against what two places did Gen- 

eral I'ope begin operations ? What happened at New 
Madrid.? What did Pope have to do to take Island 
No. 10? How many days did it take? How did 
gunboats get past the island ? How did Pope com- 
pel the island to surrender ? What object was in view in the 
attack on Island No. 10? What place did Grant now propose to 
seize ? Why was Corinth deemed important ? At what place was 
Grant's army gathered ? How many men did he have .? What did 
General Albert Sidney Johnston resolve to do? Why did he wish to 




BULL RUN. — FIRST WESTERN CAMPAIGN. 



317 



defeat Grant at once? By what two names is the first great 

battle of the war called ? How did Albert Sidney Johnston under- 
take to crush Grant's army? What was the result of the first day's 
battle? What happened to General Johnston? What was the result 
of the second day's battle? What place was taken by the Union 

troops after this ? What was the result of the capture of Corinth ? 



I. 


The conditions of the war. 




I. The war about secession. 




2. Relation of slavery to the war. 




3. Advantages of each side. 




4. The border States. 




5. First actions. 




6. The two capitals. 


II. 


Bull Run and its effects. 


III. 


Campaign for opening the Mississippi River, 




I. Fort Henry. 




2. Fort Donelson. 




3. Island No. 10. 




4. Shiloh. 




5. Corinth. 



Study by topics. 




FIRST BATTLE OF BULL RUN. 

I. Relation of Washington to Richmond : In what State is Richmond ? On Geography, 
what river .'' In what direction is Washington from Richmond ? On what river is 
Washington ? Is Bull Run, or Manassas, battle-ground nearer to Washington or to 
Richmond .' In marching from Washington to Bull Run, what course would an army 
take ? In marching from Richmond to Manassas, what direction would be taken ? 
2. Island No. 10 : What State lies on the eastern side of the Mississippi at Island 
No. 10 ? What State on the west ? In what river is this island situated ? What is 
the largest river in the United States (except Alaska) ? 3. In what State is Pittsburg 
Landing ? On what river ? Is it above or below Fort Henry on the same river ? 
In what State is Corinth ? What direction from Pittsburg Landing ? In what 
direction is the city of Memphis, Tenn., from Corinth ? 

On the war generally : " Battles and Leaders of the Civil War," and Dodge's 
" Bird's-Eye View of the Civil War." 



Books. 



CHAPTER LII. 
The War at the East.— From Bull Run to Gettysburg. 



General Scott, who was commander-in-chief of the Mccieiian com- 

r 1 TT • 1 r^ .. ^, mander-in-chief. 

armies of the United States at the beginning of the war, 
was old and infirm, and he soon retired. McClellan, by 



3'8 



THE WAR AT THE EAST. 



Peninsular cam- 
paign begun. 
Battle of 
Williamsburg. 



his well-planned battle at Rich Mountain, in western 
Virginia, had shown capacity, and he was now called to 
command the forces in front of Washington. He spent 
eight months in organizing and disciplining his army. 

Instead of moving directly against the Confederate 
forces lying in front of him, McClellan thought best 
to take his army by water to Fortress Monroe, and 
from there to go up between York River and James 
River toward Richmond. The land between these two 
rivers forms a peninsula ; this is there- 
fore known as the Peninsular cam- 
paign. From the beginning, the cam- 
paign was unfortunate in many ways. 
Part of the troops which McClellan 
expected to receive were detained for 
the defense of Washington. The 
Confederates forced him to spend 
a month in the siege of Yorktown. 
Yorktown was evacuated on the 5th 
of May. McClellan's troops pur- 
sued the retiring Confederates, and 
fought the battle of Williamsburg 
The Confederates retreated at niirht toward 




GEORGE B. MCCLELLAN. 



Battle of 
Fair Oaks. 



that day 
Richmond. 

But the Confederate general, Thomas J. Jackson, who 
had got the nickname of " Stonewall " Jackson in the 
first battle of Bull Run, and who was operating in the 
Valley of Virginia, now made a series of rapid manoeu- 
vres, by which he defeated or confused several bodies of 
Union troops and frightened the authorities at Wash- 
ington, so that McDowell's troops at Fredericksburg 
v/crc held back from joining McClellan before Rich- 



THE WAR AT THE EAST. 



319 



mond. Meantime the Confederate army defending Rich- 
mond, under General Joseph E. Johnston, fought the bat- 
tle of Fair Oaks, by attack- 
ing one wing of McClel- ~ 
lan's army while it was 
divided into two parts 
by the Chickahominy 
River, and won a partial 
success. Johnston hav- 
ing been wounded in 
this battle, General 
Robert E. Lee succeed- 
ed him. Stonewall Jack- 
son now slipped away from 
the Valley of Virginia, and 



Thomas Jonathan Jackson, called 
" Stonewall Jackson," was born in Vir- 
ginia, January 21, 1824. He graduated 
at West Point in 1846. In the Mexican 
War he was twice brevetted for merito- 
rious conduct. He resigned from the 
army in 1852, and became a professor in 
the Virginia Military Institute. He en- 
tered the Confederate service at the be- 
ginning of the war. During the first 
battle of Bull Run he resisted a charge 
with so much steadfastness that he 
gained the title of " Stonewall Jackson," 
by which name he will be known in his- 
tory. The promptness and rapidity of 
his marches, and the obstinate courage 
he showed on the battle-field, made him 
an important factor in the war. He was 
shot by mistake by his own men, May 
2, 1863, and died on the loth. 




STONEWALL " JACKSON. 



suddenly brought his army down by rail to assist Lee 
in the struggle against McClellan. 

McClellan withdrew his forces to the James River. The seven 

... . Days' battles. 

About this time the two armies were engaged every 
day ; these conflicts are known as the Seven Days' bat- 
tles. For a whole week the Confederates beat upon 
McClellan's army. Its months of discipline and drill 
enabled it to fall back slowly before Lee's furious 
onslaught. 

But McClellan's first plan had failed. The President Pope in commai a 

at Washington. 

had lost confidence in McClellan's ability to overmatch 
such generals as Lee and Jackson. A new general must 
be found. Pope, whose energy and success at Island 
No. 10 had given him reputation, was put in command 
of the army in front of Washington, and the army on 
the James River was brought back by degrees to re- 
enforce him. 



320 



THE WAR AT THE EAST. 



Second battle 
of Bull Run, 
or Manassas. 



Great battle at 
Antietam, in 
Maryland, 1862. 



Burnside suc- 
ceeds McClellan, 
and is defeated at 
Fredericksburg. 




A. E. BURNSIDE. 

Hooker succeeds 
Burnside. De- 
feated at Chan- 
cellorsville, 1863. 



But Pope proved not to be equal to the Confederate 
generals in his front. Jackson made a great circuit 
around through Thoroughfare Gap, and cut off Pope's 
communications with Washington. The Federal army 
fought bravely on the old Bull Run battle-field (August 
29 and 30, 1862), and Pope showed his usual energy, but 
his enemy had beaten him in skillful manoeuvres, and his 
army fell back disheartened to the neighborhood of 
Washington again, where it was a year before. 

McClellan, who, in spite of the unfortunate outcome 
of his campaign, had won the confidence of the men in 
the Eastern army, was now again put in command of it. 
Lee followed up his advantages by crossing the Poto- 
mac. Meantime he sent a force and captured Harper's 
Ferry, with eleven thousand Union soldiers. On the 
i6th and 17th of September McClellan and Lee fought 
one of the severest battles of the war at Antietam Creek, 
near Sharpsburg, in Maryland. On the i8th Lee with- 
drew across the Potomac, and McClellan followed slowly, 
and again made the Rappahannock his line. 

But McClellan had lost the confidence of his supe- 
riors, and he was now finally removed. General Burn- 
side was next put in command of this unlucky army. 
McClellan had been thought too cautious, but Burnside 
was rash. He crossed the Rappahannock at Fredericks- 
burg, and assailed the Confederate works on the 
~'^ heights back of the town Oi. December 13, 1862. 
His army was defeated with great slaughter. 
Burnside was relieved, and General Hooker was 
tried. In the spring of 1863 General Hooker fought 
what was called the Chancellorsville campaign, where, 
lil. ^ those who had gone before him, he was outmanoeu- 



THE WAR AT THE EAST. 



32^ 



vred by Lee's generalship and Jackson's marching quali- 
ties. On May 6th Hooker recrossed the Rappahannock. 

Lee soon after crossed the Potomac, and pushed his Meade and Lae 

T-, , . ., . r TT • fight a great bat- 

veteran army mto rennsylvania, striking tor Harris- tie at Gettysburg. 
burg. Hooker was relieved from commanding the army 
opposed to Lee, and General George G. Meade suc- 
ceeded him. Near Gettysburg, in Pennsylvania, the 
vanguards of the two great armies met on the ist day 
of July, 1863. The people of the North and those of 
the South were filled with fear and anxiety as this battle 
approached. The courage of the troops on both sides 
was simply marvelous. On the second day of the 
battle the Confederates carried works at both ends -^ 
of the Union line. The next day the Union army ' ^^^^^^ ^_ ^^^^^_ 
recovered the lost ground on its right. The Confeder- 
ates then made a tremendous assault and broke through 
the center of the Federal army, but they were soon 
driven back defeated. Lee's army rested a day and then 
retreated. Lee had lost about one third of his men ; 
Meade had lost a good deal more than a fourth of his. 
In all, about forty-eight 
thousand had been killed, 
wounded, or captured in this 
awful struggle between two 
veteran and resolute armies. 




What was the chief trouble with 
the Federal armies .'' What is said of 
Scott ? W^here had McCIellan distinguished 
himself? What did McCIellan do for the Arn 
of the Potomac ? How long was it after he 
command before he made any forward mov 

When he moved, what road to Richmo 
take ? Between what two rivers did he march 




322 



THE WAR AT THE EAST. 



Questions for 
study. 



is this called " The Peninsular Campaign"? What disappointments 
and detentions did McCIdlan meet with ? After Yorktown was evacu- 
ated, what battle was fought ? What name was commonly 
given to the Confe(;lerate general Jackson ? In what valley was he 
operating? What manoeuvres did he now make? What effect did 
these have in Washington ? What was the result with reference 
to re-enforcing McClellan's army ? How wias McClellan's army 
attacked at the battle of Fair Oaks ? By what river was the army 
divided ? What did Stonewall Jackson do ? To what river 
was McClellan now withdrawing ? What are the battles that took 
place at this time called ? What effect did the seven days' bat- 
tles have on McClellan's army ? What had been the result 
of McClellan's plan ? How did the President regard him ? What 
general was now brought from the West ? In what operation had 
Pope shown energy and skill ? Of what army was he now given the 
command? What was done with McClellan's army? How 
did Pope compare in ability with the Confederate generals opposed 
to him ? What did Stonewall Jackson do ? Where did the ar- 
mies fight m August, 1862? What was the result? Who was 
again put in command of the army after Pope's 
failure ? What did Lee do ? What place did he 
capture ? Where was a battle fought between 
McClellan and Lee? What kind of a battle 
was that of Antietam, or Sharpsburg ? What 
did General Lee do after two days' fighting ? 
What did McClellan do ? Who was put 
in place of McClellan ? What was Burnside's 
character ? What disastrous movement did 
Burnside make? Who succeeded Burn- 
side ? What campaign did Hooker fight ? With 
what result ? What did Lee do after the 
campaign of Chancellorsville ? Who succeeded 
Hooker in command of the Union army ? Near 
what town did the two great armies meet on 
the 1st of July, 1863? In what State? How 
did, the people feel about this battle? How 
did the soldiers fight at Gettysburg ? What suc- 
cesses did the Confederates gain the first day ? 
What took place on ., the second day ? What 
did Lee do after the battle? What proportion 
of his troops did Lee lose ? What proportion 
of his whole force did Meade lose? How many 
were lost in both armies ? 




THE WAR AT THE EAST. 



323 



L The Peninsula. 

1. McClellan in command. 

2. The forward movement. 

a. Yorktown. 

b. Williamsburg. 

3. McClellan's reverses. 

a. Jackson in the Valley. 

b. Battle of Fair Oaks. 

c. Jackson re-enforces Lee. 

d. Seven days' battles. 
II. Pope's campaign. 

1. Pope called to Washington. 

2. Second battle of Manassas, or Bull Run 

III. Lee enters Maryland. 

1. Lee takes Harper's Ferry. 

2. Crosses the Potomac. 

3. Fights with McClellan at Antietam. 

4. Retreats to Virginia. 

IV. Burnside and Hooker. 

1. Burnside at Fredericksburg. 

2. Hooker at Chancellorsville. 

V. Lee invades Pennsylvania. 

1. Meade in command of the Union 

army. 

2. Confederate success the first day at 

Gettysburg. 

3. Confederates driven back the second 

day. 

4. Lee retreats. 

5. Losses. 



Study by topicfe. 




I. The Peninsula : Describe the position of Fortress Monroe with reference to it. Geography. 
The livers on the north and south of the Peninsula. Situation of the Peninsula with 
relation to Chesapeake Bay. 2. James River : Its relation to Richmond and to the 
Peninsula. 3. Position of the Valley of Virginia with reference to the Potomac 
River ; to Washington ; to eastern Virginia. Mountains on the east of the Valley ; 
on the west. 4. Position of Antietam with reference to Washington ; to the Poto- 
mac. 5. Gettysburg : In what State ? In what direction, from tlarrisburg .' From 
Baltimore ? From Washington ? , 



024. MONITOR AND MERRIMAC. 

CHAPTER LIII. 

Various Operations in 1 862 and 1 863. 

In order to give a clear account of the campaigns 
about Washington and Richmond, down to the battle 
of Gettysburg, we have put that branch of the war into 
one continuous story in the preceding chapter. Many 
things of the highest importance were happening else- 
where, while McClellan and the generals who came 
after him were wrestling with Johnston, Lee, and Jack- 
son for Washington and Richmond. 
Battle of the At thc vcry moment that McClellan was getting 

iron-cladt. at i n • i i i 

Foitress Monroe, ready to movc his army to the reninsuia, there took 
place a famous naval battle in the waters of Hamp- 
ton Roads, near Fortress Monroe. The Confederates, 
having seized the Norfolk Navy-Yard, had changed 
the hull of the steam-frigate Merrimac into an iron- 
plated steam-ram, and named it the " Virginia." On 
the 8th of March, the Virginia, or, as she is gener- 
ally spoken of, the Merrimac, came out from Norfolk 
into Hampton Roads, and after a battle sank the sloop- 
of-war Cumberland. The frigate Congress was next 
disabled and afterward burned, for nothing built of 
wood could make any impression on this iron mon- 
ster, whose sloping sides resisted cannon-balls as a 
bird's feathers shed the rain. The loss of life on both 
the vessels that were destroyed was great. The steam- 
frigate Minnesota, which was aground, was only saved 
from destruction by the coming of night. It was ex- 
pected that, with the morning, the iron ship would 
complete the sinking of the shipping in Hampton Roads, 



EMANCIPATION PROCLAMATION, 



325 




JOHN ERICSSON. 



and then go to the Potomac and attack Washington 
city. But, at midnight, there arrived from New 
York, all unexpected, a little iron vessel, named the 
Monitor, of a new pattern, invented by John Erics- 
son. The next morning, when the Merrimac came 
out again, the Monitor successfully defended the ^ ' 
Minnesota, until the Confederate ram, having met 
its match, retired. This battle in Hampton Roads 
changed the construction of war-ships the world over, 
for it was proved that wooden ships were of no use 
against iron ones. 

At the beginning, many of the Northern people, who Emancipation 

, . , , , , proclamation. 

were very much m lavor of the war to preserve the 
Union, had been opposed to the abolition of slavery. 
But, as the struggle went on, the feeling at the North 



ll^V 




THE MONIT 



against slavery increased. On the 22d of Septembei, 
1862, President Lincoln announced that, if any portion 
of the country should remain in arms against the gov- 
ernment, he would declare the slaves in that part of 



326 



FALL OF NEW ORLEANS. 



Capture of 
New Orleans. 



Bragg at 
Chattanooga. 



the country free. On the ist of January, 1863, a proc- 
lamation declared the slaves free in those regions yet 
in arms against the United States, "as a fit and neces- 
sary war-measure for suppressing said rebellion." 

We have seen that the first object of the Union armies 
in the West was to wrest the Mississippi River from the 
Confederate forces who held it by powerful works at 
Vicksburg and by forts below New Orleans. While the 
armies were operating above, the river was attacked from 
below. On the i8th of April, 1862, the bombardment of 
the forts below New Orleans was^ be- 
gun by a iieet of gunboats, and the 
firing lasted for five days, but the 
forts held out. At two o'clock on the 
morning of the 24th, Farragut, in 
command of the fleet, took the bold 
course of running his ships past the 
forts. The Confederates resisted by 
a tremendous fire from the forts and 
from their ships. They also tried to 
burn the United States vessels by 
'^^'^'"^°"^" floating down upon them fire-rafts 

and burning steamboats loaded with cotton, and they 
attacked them also with an iron-clad ram, named the 
Manassas. But, notwithstanding this resolute defense, 
Farragut got by the forts, with some loss, and capt- 
ured the city. The forts afterward surrendered. 

While Halleck dallied after taking Corinth, the Con- 
federate general Bragg took thirty-five thousand men 
by rail to Mobile, and thence northward on another line 
and seized Chattanooga. We shall see that it afterward 
cost the Union troops some of the most desperate battles 




TALL OF VICKSBURG. 



327 




of the war to dislodge the Confederates from this strong- 
hold. 
>^ From Chattanooga Bragg moved north and invaded ^ragg and Bueii 

in Kentucky, 

Kentucky, and tried to reach Louisville, on the Ohio. A 1862. 
foot-race took place between the two armies, but Buell 
and the Union troops reached Louisville first. After 
a severe battle at Perry ville, October 8, 1862, Bragg 
retreated to Chattanooga once more. 

Part of the Union army wap yet at Corinth. While Battle of corinth. 
Bragg and Buell were manoeuvring in Kentucky, the 
Confederates, under General Van Dorn, attacked this 
place on the 3d and 4th of October, 1862, and by the 
most desperate fighting drove the Union army from 
line to line until a part of the attacking force actually 
gained the town. But the resistance of the troops under 
Rosecrans was as stubborn as the attack was resolute, 
and Van Dorn's assaults were repulsed. 

Hitherto in many operations the Confederates had Grant tries many 

devices against 

the advantage m generalship. They were especially vicksburg 
strong in this regard in the Virginia campaigns. But 
the Union armies at the West were gradually coming 
under the control of General Grant, a man of restless 
vigor and tremendous power of endurance under diffi- 
culty and repulse. All his first attempts to take Vicks- 
burg failed. Plan after plan was tried. A ditch was 
dug across the bend of the river opposite Vicksburg, in 
the hope that the river would change its bed, but this 
failed. Grant tried to open other channels to reach the 
water-courses in the rear of the city. From time to 
time, when one plan failed, he resorted to a new device. 

At last gunboats and transports were run past the siege and 
Vicksburg batteries. Crossing the Mississippi at Bruins- vicksburg, 1863. 



BRAXTON SRAGQ. 



Surrender of 
Port Hudson. 



328 



FALL OF VICKSBURG. 



li 



burg, below Vicksburg, Grant got in the rear of that 
stronghold. He took Jackson, the capital of Mississippi, 
and by a series of movements and successive battles he 
at last shut up the Confederate general Pemberton in 
the fortifications of Vicksburg. Grant twice tried to 
carry the fortifications by assault, but the Confederate 
soldiers were well-seasoned veterans behind strong 
works, and the assaults were costly failures. The Union 
army, therefore, settled down to a regular siege of the 
place. On the 4th of July, 1863, the. day after the battle 
of Gettysburg in Pennsylvania, the half-starved garri- 
son of Vicksburg, numbering about thirty-two thousand, 
surrendered to General Grant. 

While Grant was operating against Vicksburg, Gen- 
eral Banks, who had taken an army of the Federal troops 
by sea to New Orleans, was trying to capture Port Hud- 
son, farther down the river. Here, as at Vicksburg, two 
assaults were repulsed. But, when Vicksburg surren- 
dered, Port Hudson was obliged to yield. This gave 
the Union armies possession of the whole of the Missis- 
sippi River, and cut off the western States of the Con- 
federacy from the eastern. 



What took place in Hampton Roads when McClellan 

was about to move his army to the Peninsula ? How 

was the ram Virginia, or Merrimac, built ? What ships 

did she destroy ? What unexpected opponent arrived 

during the night ? What was the result of the second 

day's battle ? What effect did this battle have on the 

building of war-ships in this and other countries ? 

What change of feeling about slavery took place at 

the North during the war? What proclamation did 

President Lincoln issue on the 22d of September, 1862 ? What proclama- 

Questions for tion was made on the ist of January, 1863 ? What was the first 

study. object of the Union armies in the West ? By what fortifications did the 




EMANCIPATION PROCLAMATION. — FALL OF VICKSBURG. 



329 




Confederates hold the Mississippi River ? How did the Union forces at- 
tack the river from below ? For how many days were the forts below New 
Orleans bombarded? Did they yield to the fire? How did Farragut 
reach the c'ty? What attempts were made to destroy his fleet? What 
became of the forts below New Orleans ? 
Were the Federal armies in the West at 
this time under the command of a general 
of great ability? What advantage did the 
Confederate general Bragg take of General 
Halleck's slowness after the capture of 
Corinth ? (For the capture of Corinth, see 
page 315.) What route did Bragg take to 
get to Chattanooga from near Corinth ? Is 
this a very direct route ? What movement 
did Bragg make from Chattanooga ? What 
city was he aiming for? Who reached it 
before him ? What did he do after the bat- 
tle of Perryville ? After what great battle was Corinth taken 
from the Confederates ? What took place at Corinth on October 
3 and 4, 1862 ? What was the result of Van Dorn's attack on the 
place? In, what regard had the Confederates been the stronger 
in many operations ? What general in the Union army was now rising 
into control of the Western armies ? What is said of him ? What 
success did his first plans for taking Vicksburg meet with ? What were 
some of his plans ? When gunboats had been run past the 
Vicksburg batteries, what did General Grant do ? What town did he 
capture to the eastward of Vicksburg? Of what State is Jackson the 
capital ? What did he at last succeed in doing ? When he had shut 
up General Pemberton in Vicksburg,, what did he try to do ? What was 
the result of these assaults ? What course was then taken to reduce 
Vicksburg ? With what result ? Who was operating against 
Port Hudson while Grant was besieging Vicksburg ? Did General Banks 
succeed in carrying the works by assault ? What led to the surrender 
of Port Hudson ? What was now the condition of the IMississippi River? 

I. Battle in Hampton Roads. 

1. The Merrimac. 

2. Her first successes. 

3. The Monitor. 

4. Her defense and its results. 
II Emancipation Proclamation. 

1. Increase of feeling at the North against slavery. 

2. Preliminary proclamation. 

3. Final proclamation, January i, 1863. 



Study by topiCK- 



330 



EMANCIPATION PROCLAMATION. FALL OF VICKSBURG. 



III. The campaign against New Orleans. 

I. The effort to secure the Mississippi. 

2. Bombardment of the forts below 
New Orleans. 

3. Farragut runs past the forts. 

4. Capture of the city and 
forts. 

IV. Bragg and Buell. 

1. Bragg goes to Chattanooga. 

2. Bragg invades Kentucky. 

3. Battle of Perryville. 
V. Battle of Corinth. 




Geography. 



VI. The Vicksburg campaign. 

1. Rise and military character of Grant. 

2. His failures at Vicksburg. 

3. His campaign back of Vicksburg. 

4. Attempt to carry the works by storm. 

5. Siege and surrender. 
VH. Campaign against Port Hudson. 

1. Banks tries to carry it by assault. 

2. Its surrender. 

3. Tlie conquest of the Mississippi. 

I. Hampton Roads : What gjeat river comes in at Hampton Roads ? Why was 
it called the James River ? (Page 20.) What fortress guards the entrance to 
Hampton Roads ? On what river is Norfolk situated ? In what general direction 
would the Merrimac sail in passing from Norfolk to Hampton Roads ? 2. How did 
Farragut approach New Orleans ? 3. In what direction is Louisville from Chatta- 
nooga ? Across what two States would Bragg have to pass to reach Louisville from 
Chattanooga ? In what State is Chattanooga ? On what river is Louisville ? 4. On 
what river is Vicksburg ? In what direction is Jackson from Vicksburg ? In what 
State are Vicksburg and Jackson ? What direction is Port Hudson from Vicksburg? 
From New Orleans ? What is the general course of the Mississippi River ? 



The war in cen- 
tral Tennessee. 



CHAPTER LTV. 
The Campaign between Nashville and Atlanta. 

The Western part of the war had become divided 
into two main parts. The Union armies won their first 
object when they gained control of the Mississippi. But 
another long and bitter contest was fought out before 



THE CAMPAIGN BETWEEN NASHVILLE AND ATLANTA. 



33^ 




W. S. ROSECRANS. 



they could secure the strongholds of central Tennessee 
and northern Georgia. 

The first great battle on this line was that of Stone Battle of stone 

River, or Mur- 

River, or Murfreesboro, fought on the last day of the year freesboro. 
1862, about the time that Grant was beginning operations 
against Vicksburg. The conflict was marked by the brill- 
iant charges made by the Confederates under Bragg, 
which at length broke to pieces the whole right wing 
of the Union army. General Rosecrans had succeeded 
Buell in command of the Union troops. The result of 
the day's fighting was very favorable to the Confeder- 
ates. But in the latter part of the day the half-defeated 
Union soldiers, under the immediate command of. Gen- 
eral Thomas, made the most determined resistance to 
the dashes which the Confederates continued to make. 
Some of the generals wished to retreat, but Rosecrans, 
who had defended Corinth with so much stubbornness,' 
announced his intention to " fight or die here." On the 
next day, which was the first day of 1863, neither of the 
shattered armies was in a condition to make a serious 
attack. On the third day of the battle the Confederates, 
by a tremendous charge, drove back part of the left wing 
of Rosecrans's army, but they were soon cut to pieces 
and themselves driven back. After the two armies had 
bravely held their ground with varying fortunes for three 
days, Bragg retreated, and Rosecrans entered Murfrees- 
boro. Each army had lost about nine thousand in killed 
and wounded, besides those captured. 

In the summer and autumn of 1863, Rosecrans, by The battle of 

_, 1 T 1 Chickamauga. 

some well-planned manoeuvres, put Bragg at such disad- 
vantage that he was forced to fall back from time to time 
until he had left Chattanoos^a in the hands of the Union 




THE CAMPAIGN BETWEEN NASHVILLE AND ATLANTA. -^OO 

troops. But Bragg received re-enforcements, and the ^j^ 
great battle of Chickamauga was fought on the 19th 
and 20th of September, 1863. It was a battle of 
charge and counter-charge. On the first day the 
Union army wen considerable advantage ; but on 
the second day the right half of Rosecrans's army 
was broken, and it retreated in confusion toward 
Chattanooga. The utter rout of the Union army 

® -^ GEORGE H. THOMAS. 

was prevented by General Thomas, whose division 
had also saved the army at Murfreesboro. With extraor- 
dinary coolness he held the left wing against repeated 
assaults, and, when ammunition failed, his men used their 
bayonets to repel the Confederate charges. Though 
Bragg's troops, by splendid fighting, had gained a great 
victory, Thomas, by the most brilliant defense of the 
war, kept them back long enough to enable Rosecrans 
to prepare for the defense of Chattanooga, to which 
place the Union troops retreated. 

Grant, who had gained great reputation by his Vicks- Grant in com- 
mand at 
burg campaign, was now given command of all the forces Chattanooga. 

west of the mountains. Rosecrans was relieved, and 

Thomas, who was called " the Rock of Chickamauga," 

was put in his place. Grant took immediate command of 

the besieged troops in Chattanooga, with Thomas next. 

Bragg having sent away a part of his army to attack Battles at 

Chattanooga. 

Burnside in East Tennessee, Grant took advantage of this 
weakening of his force to attack Bragg's army in his 
front. The main body of Bragg's army was intrenched 
in Chattanooga Valley. Bragg also held Missionary 
Ridge, in his rear, and Lookout Mountain, to the south- 
west. Hooker attacked and carried Lookout Mountain 
on the morning of November 25, 1863, while a mist shut 



334 



THE CAMPAIGN BETWEEN NASHVILLE AND ATLANTA. 



Sherman against 
Johnston. Kene- 
saw Mountain. 




J. E. JOHNSTON. 



out the summit from the valley. This is sometimes 
called " The Battle above the Clouds." But Sherman, 
who had previously carried an outlying hill at the north 
end of Missionary Ridge, was checked in his attempt to 
advance by the obstinate resistance of the Confederates 
under Hardee. Grant, therefore, sent the army under 
Thomas out of Chattanooga to attack the Confederates 
in front, with instructions to carry the first line and lie 
down. By a swift charge, under a severe fire, they car- 
ried the line at the foot of the mountain ; but the guns 
of the Confederates on the top of Missionary Ridge sent 
a galling fire upon them. Without orders one impatient 
regiment after another rushed up the hill. Bragg's 
troops made a vigorous resistance, but the eager assail- 
ants carried the line in six places, and the Confederate 
army was forced to retreat. 

Grant was now put in command of all the Union 
armies, and he took charge in person of the army in 
front of Washington, while Sherman was left to com- 
mand the Western army, Sherman, a man of incessant 
activity and ability of many kinds, was confronted by 
the Confederate general 
Joseph E. Johnston, who 
had been appointed to 
succeed Bragg. Johnston 
also was a man of mili- 
tary genius, and ex- 
tremely prudent. Sherman, by skillful manoeuvres, 
tried to force Johnston to fight in the open field ; but 
Johnston preferred to draw Sherman farther south, so 
as to increase the difficulty of supplying his army, and 
to compel Sherman to attack him behind breastworks. 



Joseph Eggleston Johnston was 
born in Virginia in 1807. He graduated 
at West Point in 1S29. He distinguished 
himself as an engineer and in service 
during the Mexican War. He resigned 
in 1861, and entered the Confederate 
army, where he displayed the greatest 
prudence and ability. He died in 1891. 



THE CAMPAIGN BETWEEN NASHVILLE AND ATLANTA. 



335 



Many severe engagements were fought, but Johnston 
avoided a general battle. At length Sherman attacked 
Johnston at Kenesaw Mountain, but the Confederates 
repulsed him. 

The Confederate government, dissatisfied with John- Hood succeeds 

. . _ Johnston. 

ston's long and cautious retreat before Sherman, removed Sherman takes 
him, and General Hood took his place. Hood believed 
in sharp fighting, and several battles took place at vari- 
ous points about Atlanta, but they generally resulted in 
favor of the Union army. At length, Sherman got a 
considerable part of his army south of Atlanta, so that 
Hood was compelled to abandon that city or be shut 
up in it. 




Into what two main parts had the war west of the Alleghanies become 
divided ? What object did the Union armies secure with the fall of Vicks- 
burg-? What strongholds were to be won by another contest ? What 

was the tirst great battle on the line of central Tennessee and northern 
Georgia? What was Grant doing at the time the battle of Murfreesboro 
was fought ? In wha.t part of the year 1862 did this battle near Murfrees- 
boro take place? How did the Confederate soldiers carry on the battle? 
What effect did their charges have? Who commanded the Union troops? 
What was the general result of the day's fighting ? What did Rosecrans 
say that night ? What was the condition of the two armies on New-Year's- 
day, 1863? What did the Confederates do on the following day? What 
was the result of this charge ? What 
course did Bragg then take ? What is 
said of the losses in this battle ? How 

did R.osecrans force Bragg to fall back in 
the summer of 1863 ? What now became 
of Chattanooga ? What battle did Bragg 
fight in September, 1863, to recover Chat- 
tanooga ? What kind of a battle was it ? 
Which army won advantalges on the first 
day ? What took place on the second 
day ? What prevented the destruction of 
the Union army ? What other battle had 
Thomas saved ? W^hat name did Thomas 
get from his defense on this occasion ? 



Questions for 
study. 




BATTUES ABOUT CHATTANOOGA. 



33^ 



THE CAMPAIGN BETWEEN NASHVILLE AND ATLANTA. 



V 



Study by topics. 



Which army gained a great victory? What did "the Rock of Chicka- 
^mauga " secure by his defense ? Who was put in command of all 

the forces west of the AUeghanies ? Who now took the place of Rose- 
crans? By what success had Grant won a great reputation? Of what 
army did Grant now take immediate command ? How did Bragg 

at this time weaken his army ? Where was the main body of his army ? 
What two mountains did he hold ? What did Hooker attack and carry ? 
What is the battle on Lookout Mountain sometimes called ? How did 
Sherman's attack on the other extreme of Bragg's defense get on ? What 
did Grant order Thomas's men to do ? Did they stay long at the first 
line? Why? What was the result of this charge up the ridge? 
What change was now made in the position of General Grant ? Who 
was left chief in command of the Western armies ? What kind 

of a man was Sherman ? Who had succeeded Bragg ? What kind of a 
man was Joseph E. Johnston ? What did Sherman try to do ? What 
did Johnston wish to do ? What was the result of the battle of Kenesaw 
Mountain ? Why did the Confederate government remove John- 

ston ? Whom did they put in his place ? What was the general result 
of the fighting about Atlanta ? How did Sherman force Hood to aban- 
don Atlanta ? 

I. The war in the West divided into two parts. 
H. Rosecrans and Bragg. 

I. The battle of Stone River, or Murfreesboro. 2. Battle of 

Chickamauga. 
HI. Grant and Bragg. 

I. Grant in command. 2. Bragg weakens his armj'. 
3. Battle of Chattanooga. 
a. Hooker takes Lookout Mountain, b. Sherman part- 
ly successful at Missionary Ridge, c. The volun- 
teer charge of Thomas's troops gains the victory. 
X\ IV. Sherman and Johnston. 

I. Sherman in command : his character. 
2. Johnston succeeds Bragg : his charac- 
ter. 3. Sherman and Johnston ma- 
noeuvring. 4. Confederate victory 
at Xenesaw Mountain. 5. Johnston 
removed. 
V. Sherman and Hood. 
I. Hood tries sharp fighting without 
success. 2. Hood abandons Atlanta. 




MAIN 

POINTS OF 
THE CAMPAIGN 
BETWEEN NASH- 
VILLE AND ATLANTA. 



Geography. 



In what general direction is Murfreesboro from Nash\Tne ? In about what direc- 
tion is Chattanoog;a from Nashville ? In what direction is Atlanta from Nashville ? 
Atlanta from Chattanooga ? 



FROM THE WILDERNESS TO PETERSBURG. 



337 



CHAPTER LV. 

From the Wilderness to Petersburg.— The War in the 

Valley. 

In the spring of 1864 General Grant, who had taken Grant confronts 
Vicksburg and won the battle of Chattanooga, was put 
in command of all the armies of the Union. He left 
Sherman, as we have seen, to command in the West, 



Ulysses S. Grant was born in Point 
Pleasant, Ohio, April 27, 1822. He spent 
his boyhood on a farm. In 1S39 he was 
appointed a cadet at West Point, from 
which he graduated about the middle of 
his class in rank. As a lieutenant in the 
Mexican War, he was conspicuous for 
bravery, taking part in the battles of Palo 
Alto, Resaca de la Palma, and the as- 
sault on Monterey. He also took part in 
the siege of Vera Cruz, and the succeed- 
ing battles of Scott's campaign. He re- 
signed from the army in 1854 and engaged 
in farming, but was not successful. 
When the civil war broke out he was a 
clerk in the leather-store of his father in 
Galena, 111., on a small salary. He then 
became mustering officer for the State of 
Illinois, was appointed colonel of the 
Twenty-first Regiment from that State, 
and thus entered on his great military 
career, the outlines of which will be found 
in the text. After serving two terms as 
President, he retired to private life, and 
made a journey round the world, receiv- 
ing honors wherever he went. He died 
on Mount McGregor, N. Y., on the 23d 
of July, 18S5. 




ULYSSES S. GRANT. 



while he took up his head- 
quarters with Meade in 
front of Washington. The veteran Eastern armies that 
had fought so long against each other, between Wash- 
ington and Richmond, were now to fight to the death, 
each under the most famous general on its side. 

Under Grant and Meade, the Army of the Potomac Desperate 

-^ , battles in "The 

moved forward toward Richmond. It encountered Lee's wilderness.- 



338 



FROM THE WILDERNESS TO PETERSBURG. 



Manoeuvres. 



army in a region of dense woods, full of undergrowth, 
known as " The Wilderness." Grant's army was much 
the more numerous, for by this time the South, which had 
put forth nearly its whole strength from the beginning, 
was becoming somewhat exhausted. On the other hand, 
Lee fought behind intrenchments, and, in changing his 
position, moved on shorter lines than his opponent. For 
sixteen days, in the Wilderness and about Spottsylvania 
Court-House, the armies were so close to each other in 
the thick brush that the men had to be continually on 
guard, and so they got little chance for sleep. When 
they changed positions, the marching was generally 
done in the night, while the days witnessed the most 
tremendous fighting that had been seen since the bat- 
tles of the great Napoleon. In sixteen days the Union 
army lost 37,500 men, and Lee's losses, though much 
less, were severe. 

Lee was not crushed, but Grant got nearer to Rich- 
mond from time to time by 
secretly moving a part of 
the army from his right 
and marching it around to 
the rear of his other troops, 
and then pushing it as far 
ahead on his left as pos- 
sible. By thus outflanking 
Lee, Grant compelled him 
to fall back, that he might 
not be cut off from Rich- 
mond and his supplies. 
But Lee always managed 
to fall back in time to be 



Robert Edward Lee was born in 
Virginia, January 19, 1807. He graduated 
at West Point in 1829, second in his class. 
He distinguished himself as an engineer 
in the siege of Vera Cruz. He was for 
three years in command of the Military 
Academy at West Point. When his own 
State of Virginia seceded, he thouglit 
himself bound to go with it. He re- 
signed his commission on the 20th of 
April, 1861, and was made commander- 
in-chief of the Virginia State forces, and 
later a Confederate general. To his 
great ability vas mostly due the stub- 
bornness of the struggle carried on Dy 
the Confederates between Richmond and 
Washington. After the war was over. 
General Lee accepted the result manful- 
ly, and devoted himself to his duties as 
President of Washington-Lee University, 
at Lexington, Va., where he died on the 
I2th of October, 1870. 



FROM THE WILDERNESS TO PETERSBURG. 



339 




ROBERT E. LEE. 



again between Grant's army and Richmond. The two 
great generals and the two veteran armies were well 
matched, and neither could gain a 
complete victory. 

This fighting and this moving 
to the eastward and around Lee's 
flank were kept up with varying suc- 
cess until Grant got near to Rich- 
mond, when, on the 3d of June, 
1864, at Cold Harbor, Grant at- 
tacked the Confederate works along 
the whole line. The Union army 
was repulsed with a loss of near- 
ly six thousand men in an hour. 

On the 13th of June, 1864, by 
another rapid march to the left, 
General Grant's army began to cross the James River. 
As soon as over, they made an attempt to capture Attempt to take 

Petersburg. 

Petersburg, in order to cut off one source of supplies 
and re-enforcements for Richmond. The outer works 
near Petersburg were carried, but the Confederates fell 
back to new lines, and received re-enforcements. The 
attempt to drive them out of these by assault failed. 
The Union troops now built trenches close up to the 
Confederate works, and the two armies held these frown- 
ing lines, face to face, for nine months, until within a 
few days of the close of the war. 

Soon after the siege began, a mine was dug from Explosion of the 

1 1 f 1 TT • 1 1 r «"'"«• Attack 

the trenches 01 the Union army under an angle 01 repulsed, 
the Confederate works. By this mine a part of the 
works was blown up on the 30th of July. An attack 
was made immediately after, but it was badly man- 
23 



340 



FROM THE WILDERNESS TO PETERSBURG. 



aged, and only resulted in the loss of a great many- 
Union soldiers. 
Hunter marches In all the jears of the war there had been a smaller 

up the Valley, 

and tries to take Campaign Carried on in the Valley of Virginia. This fer- 

Lynchburg. .1 n i- i r • i 

tile valley lies between two ranges ot mountains. Its 
northern end reaches the Potomac not very far away 
from Washington. In this valley the Confederate gen- 
eral Breckinridge defeated General Sigel at New Mar- 
ket on the 15th of May, 1864. General Hunter, who 
took command of the Union troops, defeated the Confed- 
erate general Imboden at Piedmont twenty days later. 
Hunter, with eighteen thousand men, pushed for Lynch- 
burg, whicii was a place of the greatest importance. He 
destroyed railroads and worked much damage, but 
Lynchburg was re-enforced in time to save it. Finding 
his retreat down the Valley cut off. Hunter saved his 
starving army by making his way into the Kanawha 
Valley. This took him to the west of the Alleghany 
Mountains, and quite out of the Valley. 
Early marches jhc Vallcv was thus left opcu to Earlv, who marched 

down the Valley, "^ 

and tries to take a Confederate force down to Harper's Ferry and across 

Washington. . -n^-iiT^iir i iir i 

into Maryland. Early defeated a small force under 
General Lew Wallace at Monocacy on the 7th of 
July, and pushed straight for Washington, which he 
might have captured at a dash had he been a little 
'^\^^ quicker ; but re-enforcements from Grant's army 
-, \ marched into the works as the assault began, 
'' /■ and he was repulsed. He retreated again up the 

' - ( /" Valley, pursued by a strong force. But, when a 
part of the Union troops was withdrawn and sent 
back to Grant, Early attacked and defeated th^t ider 
Crook at Kernstown, and threw his cavalry' «cross the 




JUBAU EARLY. 



FROM THE WILDERNESS TO PETERSBURG. 



341 



Potomac again, and into Pennsylvania, where they 
burned Chambersburg. In getting back into Virginia, 
this cavalry force was attacked and defeated. 

General Sheridan was now given charge of the Sheridan in the 
Union troops on this line. Sheridan was for a long at winch 



ester 
and Fisher's Hill. 



time very wary, determined not to risk a battle against 
an experienced general like Early with- 
out a good chance for success. When 
Early's force had been weakened by 
the sending of part of it to Peters- 
burg, Sheridan attacked him and won 
the battle of Opequon, or Winchester, 
on the 19th of September, 1864. Three 
days later, Sheridan attacked Early in 
his trenches at Fisher's Hill, having 
sent a force around to suddenly assail 
him on one side or flank, while the 
rest of the Union troops charged the 
works in front. Early's men, attacked on two sides, were 
routed and driven farther up the Valley to the south. 

Sheridan burned all the Destruction in 
barns filled with grain, and Battle of 




PHILIP H. SHERIDAN. 



Philip Henry Sheridan was born in 
Albany, N. Y., March 6, 1831. He grad- 
uated at West Point in 1853. He first 
gained distinction as a cavalry command- 
er, then he showed great qualities at Per- 
ryville and Murfreesboro, after which he 
was made a major-general. At Chicka- 
mauga and in the battles about Chatta- 
nooga he further distinguished himself. 
His campaign in the Valley of Virginia 
and the part he played in the closing 
scenes made him one of the most famous 
generals of the war. He succeeded Sher 
man at the head of the army, and in 18; ; 
' he was made a full general. Only Grai;l 
I and Sherman had attained that rank in 
I the United States army > • tore him. He 
I died at Nonquitt, Mass., Aug. 5, 1888. 



carried off all the stock in 
the Valley, to prevent the 
Confederates from return- 
ing. But when Sheridan 
went back toward the Po- 
tomac, Early, largely re- 
enforced, followed him 
ihrongh this land of starva- 
tion. While Sheridan was 
absent from his troops, a 



Cedar Creek. 
Sheridan's ride. 



342 



FROM THE WILDERNESS TO PETERSBURG. 



part of Early's army, leaving behind their swords, can- 
teens, and everything that could make a noise, moved 
in the night along a lonely path until they got around 
on the flank and behind the Union army, and sur- 
prised them while they were asleep. Early, at the 
same time, with the rest of his troops, attacked Sheri- 




COLO COMFORT. 



dan's army in front. This was the beginning ol the 
battle of Cedar Creek. The Confederates defeated 
and drove back the Union troops for four miles, capt- 
uring many prisoners. Sheridan, hearing the firing, 
put spurs to his horse, and rode up the Valley, call- 
ing to his fleeing soldiers, " Come, boys, we're going 
back ! " His presence turned the tide, and by night he 
had defeated Early once more. A few smaller actions 
ended the campaign, for most of the troops on both 
sides were needed at Petersburg, where the last strug- 
gle of all was to take place. 



FROM THE WILDERNESS TO PETERSBURG. 



343 




WILDERNESS CAMPAIGN. 



Who was put in command of all the Union armies in the spring of Questions for 
1864? Whom did Grant leave in command of the Western armies ? ^*" ^' 
Where did he make his own headquarters? Where did Grant's 

army encounter the army of Lee ? What kind of a region was the Wil- 
derness ? Which army contained the more men ? What was the state 
of the South at this time ? What advantage did 
Lee have ? For sixteen days after the armies 
came together, what was the character of the 
struggle ? When was the marching done ? 
What is said of the fighting ? What can you 
tell about the losses ? What was the 

result of all this fighting and moving? How did 
Grant move his army nearer to Richmond ? 
How did Lee fall back? What took 

place at Cold Harbor on the 2d of June, 1864? 

What did Grant do on the 13th of June? 
When his army was across, what did they try to 
do ? Did they meet with any success ? Did 
they capture Petersburg by assault ? Seeing 
that Petersburg could not be carried by assault, 
what did the Union troops do ? What 

measure was taken for blowing up the Confed- 
erate works ? What was the result ? Why did it end badly ? 

What is said of the campaigns in the Valley of Virginia ? Which 
side won the battle of New Market in May, 1864? What took place 
at Piedmont twenty days later? What did Hunter do after defeat- 
ing the Confederates ? Why did he not capture Lynchburg? How did 
Hunter escape? What advantage did the Confederate general 

Early take of Hunter's absence from the Valley ? What was the 
result of the battle of Monocacy ? Agamst what place did Early 
afterward march ? Why did he not capture Washington ? Where did 
he go ? Where did he defeat Crook ? What did he do afterward ? 
What town in Pennsylvania was burned by Confederate cavalry ? What 
happened to this force in getting back into Virginia ? Who now 

took charge of the Union troops in the Valley? What led Sheridan to 
attack Early ? \ What was the result of the battle of Opequon, or Win- 
chester? What battle was fought three days later? How was the at- 
tack made ? What was the result of the battle of Fisher's Hill ? 

What did Sheridan do to keep Early's troops from occupying the 
Valley again ? Did Early come down the Valley again ? How did he 
begin the battle of Cedar Creek ? What did he accomplish ? What 
turned the tide ? What did Sheridan say as he came back ? What was 
the result ? Why did not the war in the Valley continue ? Where was 
the last struggle of all to take place ? 



^/|/| FKOM THE WILDERNESS TO PETERSBURG. 




Study by topics. I. Grant and Sherman in command of the Union armies. 

II. F"rom the Wilderness to Petersburg. 

1. The battles in the Wilderness and about Spottsylvania. 

2. The movements by which Grant got nearer to Richmond. 

3. The assault at Cold Harbor. 

4. The crossing of the James. 

5. Before Petersburg. 
Also — 

a. Relative strength of the two armies. 

b. How the Union army was moved to the left. 

c. Hardships of marching at night and fighting by day. 

III. The war in the Valley. 

1. Breckinridge defeats Sigel. 

2. Hunter defeats Imboden. 

3. Hunter pushes for Lynchburg. 

4. His retreat by Kanawha Valley. 

IV. Invasion of Maryland by Early. 

1. The Valley left open by Hunter. 

2. Early crosses into Maryland. 

3. Bnttle of Monocacy. 

4. Washington narrowly escapes capture. 



FROM THE WILDERNESS TO PETERSBURG. 



345 



5. Early's retreat. 

6. Early's cavalry cross again. Burning of Chambersburg, in 

Pennsylvania. 
V. Sheridan against Early. 

1. Sheridan cautious. 

2. Battle of Winchester, or Opequon. 

3. Battle of Fisher's Hill. 

4. Destruction in the Valley. 

5. Battle of Cedar Creek. 

6. Close of the campaign. 

I. Direction of the " Wilderness" from Washington. Location of Spottsylvania Geography. 
Court-House with reference to the Wilderness. In what direction from Richmond is 
Cold Harbor ? On which side of the James River is Cold Harbor ? On which side 
is Richmond ? What direction from the James River is Petersburg ? Is Petersburg 
on the James River ? In what direction is Petersburg from Richmond ? 2. What 
Mountains on the eastern side of the Valley of Virginia ? What on the western ? 
Where is the Potomac River with reference to the Valley ? What place is on the 
Potomac at the mouth of the Shenandoah River ? In what direction from Washing- 
ton is Harper's Ferry ? Is Washington on the Virginia or on the Maryland bank of 
the Potomac ? 3. On which side of the Alleghany Mountains is the Kanawha River ? 
Into what river does it flow ? 



CHAPTER LVI. 

Close of the Civil War. 

In Chapter LIV we have seen that Sherman capt- sherman-s 

1 A 1 1 • • • • 1 • 1 /^ f 1 march begun. 

urea Atlanta, having in opposition to him the Conteder- 
ate general Hood. The latter was a bold man, and he 
determined to force Sherman to fall back into Tennessee 
again, by going to his rear and cutting off his supplies 
from the North. But Sherman, knowing that the re- 
sources of the South were almost exhausted, concluded 
to risk a blow that might end the war. Leaving the 
troops in Tennessee under command of General Thomas, 
he set out from Atlanta with the rest of his army, to 
march southward through the heart of the Confederacy. 

Hood, refusing to follow Sherman into Georgia, Hood in Ten- 
nessee. Battle 
pushed northward into Tennessee, resolved to strike of Franuun. 



346 



CLOSE OF THE CIVIL WAR. 




GENERAL SCHOFIELD, 



Battle of 
Nashville. 



Sherman de- 
stroying in 
Georgia. Sa- 
vannah taken. 



Capture of 
Fort Fisher and 
Wilmington. 



Thomas before he could get his forces together. 
Hood attacked a part of General Thomas's troops, 
under General Schofield, at Franklin, in Tennessee. 
The Confederates made the most desperate charges, 
carrying, at first, a portion of the Union lines, 
but Schofield succeeded in holding his works 
long enough to get safely across the Harpeth River. 
He then fell back, and joined Thomas at Nashville. 
Hood soon encamped before Nashville, where he 
was attacked on the morning of December 15th by 
Thomas's whole army. A two days' battle ensued, 
which resulted in the utter defeat of Hood's army. 
This was a blow from which the exhausted Confeder- 
acy could not recover. 

While Hood and Thomas were manoeuvring in Ten- 
nessee, Sherman and his army were marching through 
the Confederacy. His men were consuming supplies 
that would otherwise have sustained Lee in Richmond. 
Railroads of the greatest military value were utterly 
destroyed, by making fires of the cross-ties and then 
heating and twisting the rails. Nothing could have 
tended more to bring the war to an end than the 
breaking of the railways, on which food and soldiers 
must be moved. Just before the battle of Nashville 
was fought, Sherman reached Savannah and laid siege 
to it, having been about a month without communica- 
tion with the North. On the 20th of December the 
Confederates evacuated Savannah, and Sherman occu- 
pied it. 

In order to give Sherman, when he should move 
northward, a new base of supplies from the sea, and 
in order to stop blockade-running, an expedition was 



CLOSE OF THE CIVIL WAR. 



347 



sent to capture Wilmington 
Fisher, which guarded the 
bombarded by a fleet and 



William Tecumseh Sherman was 
born in Ohio in 1820. He was gradu- 
ated at West Point in 1S40. He resigned 
from the army in 1S53, ^"d engaged in 
the banking business in San Francisco. 
Later he practiced law in Kansas. When 
the war broke out, he was superintendent 
of the military school in Louisiana. He 
was reappointed to the army in 1861. At 
the close of the war he was rvext in rank 
to General Grant, and he became general 
of the army when Grant became Presi- 
dent. He retired 1884, and died in 1891. 



, in North Carolina. Fort 
entrance to this place, was 
then carried by assault, on 
January 15, 1865. By way 
of Wilmington, General 
Schofield, with a part of 
Thomas's army from Ten- 
nessee, now pushed up 
to Goldsboro, in North 
Carolina, to meet Sher- 
man when he should reach 
that place. 
On the ist of February, 1865, Sherman's tough vet- sherman-s march 

northward. 

erans left Savannah and moved northward through the 
Carolinas, in rain and through overflowing swamps. 
Columbia, the capital of South Carolina, was taken. 
During its occupation the city was burned. The 
Union army pushed on northward in two columns. 
Johnston did not give battle till Sherman had reached 
Averysboro, in North Carolina. Here 
the Confederates were defeated ; but 
at Bentonville, on the 19th of March, 
General Joseph E. Johnston came near 
to defeating one column of Sherman's 
army before re - enforcements could 
reach it. 

Sherman, by his marches, had bro- 
ken to pieces the interior lines of travel 
in the Southern States, and greatly 
added to the troubles of Lee in Rich- 
mond. Neither re - enforcements nor 
supplies could be had without difficul- wiluam tecumsem sherman. 




348 



CLOSE OF THE CIVIL WAR. 



Movements about 
Petersburg. 



Battle of Five 
Forks. Lee's 
works carried. 



Lee's retreat 
and surrender, 
April 9, 1865. 



Johnston sur- 
renders. Close 
af the war. 



ty. The Southern people, who had bravely suffered 
the greatest hardships, were now disheartened. Lee 
began to consider how he could retreat. But Grant, 
whose force was more than twice as large as Lee's, 
moved Sheridan's part of the army around to the south 
of the Confederate works, in order, if possible, to pre- 
vent Lee's dwindling army from getting away. 

Lee was everywhere outnumbered, and his men were 
beaten and captured, especially in the battle of Five 
Forks, on the ist of April. Lee had weakened his force 
in front of Grant, by drawing out troops to keep Sheri- 
dan from cutting the railroads that brought him sup- 
plies, and while the battle of Five Forks was taking 
place, some of the Confederate works at Petersburg were 
carried by assault, and others were taken the next day. 

The night following, that is, the 2d of April, Lee be- 
gan his retreat from Richmond. His first object was to 
reach Danville, Va., and from that place to unite with 
Johnston. But, finding a Union force between him and 
Danville, his now starving army was turned toward 
Lynchburg. Sheridan's cavalry cut him off from Lynch- 
burg, and on the 9th of April, 1865, Lee surrendered his 
army to General Grant, at Appomattox Court-House. 

Johnston could make no stand alone, and seventeen 
days later he surrendered to General Sherman. The 
smaller bodies of Confederate troops yielded soon after, 
and the four terrible years of war were at last ended. 
The soldiers on both sides returned to their homes. 
No war so vast had ever been seen in modern times, 
and no braver men iiad ever fought. The impressions 
left by the sufferings of the civil war have produced a 
strong sentiment in favor of peace. 



CLOSE OF THE CIVIL WAR. 



349 



What was Hood's plan for forcing Sherman to fall back into Tennes- 
see again ? When Hood moved around to his rear, did Sherman follow? 
What kind of a blow did he meditate? Under whose command did he 
put the troops which he left in Tennessee ? What did he do with the 
rest of his army ? Did Hood follow Sherman ? Where did he 

go ? What portion of Thomas's troops did Hood first at- 
tack ? Where ? What was the result of the battle of Frank- 
lin ? To what place did Schofield fall back ? Where 
was the next battle fought ? How long did the battle of 
Nashville last ? With what result ? While Hood 
and Thomas were manoeuvring in Tennessee, where 
was Sherman's army ? What was Sherman doing 
to injure the power of the Confederacy ? At 
what point on the 
coast did Sherman 
come out ? Was 
this before or after 
Hood's defeat at 
Nashville ? How 
long had Sherman's 
army been without 
communication with 
the North? What 
happened at Savan- 
nah ? What fort on the coast of North Carolina was capt- 
ured ? What city was near to Fort Fisher ? What general was sent 
to enter North Carolina by Wilmington ? What battle had Scho- 
field fought in Tennessee ? (See above.) In what direction did 
Sherman move from Savannah ? What was the result of the fight at 
Averysboro ? Where did Johnston almost defeat one of Sherman's 
columns ? What effect had Sherman's marches produced on 
Lee's operations? What was Lee considering? What was Grant try- 
ing to prevent ? How ? What was the result of the battle of 
Five Forks on April i, 1865? What happened at Petersburg while the 
battle of Five Forks was taking place ? What did Lee do when 
his works were carried? What was Lee's first object in his retreat? 
Did he succeed ? Toward what point did he next turn ? How was 
he prevented from reaching Lynchburg ? What was the result ? 

What did Johnston do? What is said of the end of the war? What 
impressions did the sufferings of the civil war make on the country ? 



Questions for 
study. 




SHERMAN'S MARCH. 



I. Sherman and Hood. 

1. Hood in Sherman's rear. 

2. bherman to go southward. 



Study by topics. 



350 



CLOSE OF THE CIVIL WAR. 



Battle of Nashville. 



II. Hood and Thomas. 

I. The battle of Franklin. 

III. Sherman's march to the sea. 

I. Destroying railroads. 2. Savannah captured. 

IV. The movement into North Carolina. 

I. Wilmington taken. 2. Schofield moves to Goldsboro. 
V. Sherman's northward march. 

I. Difficulties of the march. 2. Battle of Averysboro. 

3. Battle at Benton- 
ville, 
VT. The fall of Richmond and sur- 
render of Lee's army. 
I. Lee's increased difficulties. 

2. Five Forks battle. 

3. Petersburg works car- 
ried. 4. Lee's retreat. 
5. Lee's surrender. 




Closing scenes of the civil war. 

I. Surrender of Johnston and others, 
of soldiers to their homes. 



2. Return 



Geography. 



What State on the Atlantic coast lies northeastward of Georgia ? What State 
next to South Carolina on the north ? What State lies on the north of North Caro- 
lina ? In marching from Savannah, in Georgia, to Columbia, in what direction did 
Sherman go ? In moving from Columbia, in South Carolina, to Goldsboro, in North 
Carolina, in what general direction did he march ? In what direction is Goldsboro 
from Wilmington ? Schofield's troops were moved from Nashville to Washington 
and thence by water to Wilmington : in what direction is Nashville from Wilming- 
ton ? In what direction is Washington from Wilmington ? In what State is Wil- 
mington ? What is the capital of North Carolina ? 



The Trent affair. 
Danger of war 
with England. 



CHAPTER LVII. 

Traits and Results of the War.— Death of Lincoln. 

The war led to some complications in the foreign 
relations of the United States. Both in England and 
France there were statesmen who were jealous of the 
rapid growth of this country. They were afraid that the 
United States would become more powerful than their 
own countries, and they would have been pleased to see 
it divided. In 1861 this hostile feeling in England was 



TRAITS AND RESULTS OF THE WAR. 



351 



very much increased by what is called " the Trent affair." 
Mason and Slidell were sent as ambassadors from the 
Confederate States — Mason to England, and Slidell to 
France. They ran the blockade, getting out of the 
harbor of Charleston during a dark night, and reached 
Havana. From Havana they sailed in the Trent, 
an English steamer. Captain Wilkes, of an American 
man-of-war, stopped the Trent and took Mason and 
Slidell from it, carrying them prisoners to the United 
States. This act produced great excitement in Eng- 
land, and for a while war seemed imminent between the 
two countries. But, on the demand of Great Britain, 
the United States surrendered the ambassadors, as im- 
properly captured. 

The United States Navy had been rapidly enlarg-ed Blockade of the 

-^ _ r ^ o Southern coast. 

after the war began. One of its principal duties was 
to blockade the Southern ports to keep the Confed- 
erates from getting arms and other supplies from for- 
eign countries. Many fast-sailing English ships were 
engaged in running this blockade. These, by the law 
of nations, were subject to capture by the Union 
ships, and many were taken, but the high prices paid 
for the commodities that were got in, justified the risk. 
These blockade-runners generally entered the Southern 
ports at night. But, when the chief Southern ports 
were captured one after another by the navy and the 
land-forces of the Union, blockade-running was gradu- 
ally stopped. 

The Confederate srovernment could not sfet much of confederate 

° ° _ navy. The 

a navy afloat from ports so well blockaded, but ships Alabama and 

1 M • T-' 1 1 , . ry^, "the Alabama 

were built in England and secretly sent to sea. 1 hese re- claims." 
ceived Confederate commissions, and almost succeeded in 



352 



TRAITS AND RESULTS OF THE V/AR. 



i 



ruining American commerce. The most famous of these 
ships, called the "Alabama," was commanded by Captain 
Raphael Semmes. It was built in England, and it capt- 
ured in all sixty-seven merchant and whaling ships. In 
a fight with the United States man-of-war Kearsarge, the 
Alabama was sunk in the English Channel, June 19, 1864. 
After the war the United States set up claims against the 
British government on account of the damages done to 
American commerce by the Alabama and other Confed- 
erate cruisers built in England. The " Alabama claims," 
as they were called, after years of discussion, were sub- 
mitted to a court of arbitration which sat in Geneva, 
Switzerland, in 1872, and condemned England to pay to 
the United States $15,500,000. 
Legal-tender The cxpenscs of the war can never be fully estimated. 

paper money, or 

"greenbacks/ The United States government borrowed money on in- 
terest, by giving bonds to pay after a certain number of 
years. A large part of this debt has now been paid. But, 
as another means of borrowing money, *' legal-tender 
notes " were issued ; that is, paper bills, which by law 
could be used to pay debts and taxes, instead of coins. 
These legal-tender notes were printed on a peculiar green 
paper, and got the name of " greenbacks." When a great 
quantity of them had been issued, and the dangers to the 
government increased, the value of this paper money de- 
creased, until at one time a dollar of it was really worth 
but half a dollar. However, as the greenbacks were by 
law good for the payment of debts, they were used in- 
stead of the more valuable silver and gold, which for 
seventeen years disappeared entirely from general use. 
Long after the war closed, in 1879, ^^^ government began 
to redeem these legal-tender bills in silver and gold. 



^M 



<i^ 






G 



if) 




^ o 



1^ 
< > 



TRAITS AND RESULTS OF THE WAR. 



353 



This was called '' the resumption" of specie payments." 
But the fact that gold or silver was to be paid for 
them had made greenbacks worth as much as coin, and 
people generally preferred to keep the paper m.oney. 

The Confederate government also resorted to loans, confederate 

money. 

which, however, became almost valueless when the suc- 
cess of the Confederacy became doubtful. It also issued 
a great deal of legal-tender money, which took the place 
of coin, and declined in value until twenty dollars of it 
would not buy one of gold. When the Confederacy was 
overthrown, this money became of no value. The de- 
cline in the value of its paper money was one of the great- 
est difficulties the Confederate government had to con- 
tend with in its last years. 

To avoid confusion, we have preferred to tell the story second election 

. . . . . of Lincoln, 1864, 

of the military operations of the war without mentioning 
the political affairs of the time. In 1864 the Republican 
party nominated President Lincoln for re-election, and 
Andrew Johnson, of Tennessee, a Southern Union man, 
for Vice-President. The Democratic party nominated 
General George B. McClellan, and for a time it seemed 
that the discouragement of the Northern people with 
the long continuance of the war might elect McClel- 
lan. But the success of Sherman in taking Atlanta, 
the capture of the forts near Mobile by the fleet under 
Farragut, and the successes of the Union armies under 
Sheridan in the Valley of Virginia, removed all doubt 
about the result, and Lincoln received all the electoral 
votes cast except those of Kentucky, Delaware, and 
New Jersey. 

Lincoln began his second term of office in March, Assassination 

^ of President 

1865, when Sherman was already marching northward Lincoln, 1865 



354 



DEATH OF LINCOLN. 




ABRAHAM LINCOLN. 



Abraham Lincoln was born in Ken- 
tucky, February 12, 1809. His father re- 
moved to Indiana when he was a little 
boy, and while that countr^' was exceed- 
ingly wild and rough. The family lived 
in a half-faced camp — that is, a cabin 
with one side left out and the fire built 
out-of-doors, in front of the open side. 
Abraham endured many privations, and 
struggled hard to get an education. The 
schools were few and the teachers igno- 
rant, but Lincoln trained his own mind 
by carefully thinking out every subject 
that puzzled him, and he spent his spare 
time in reading. He worked on a farm, 
went to New Orleans on a flat-boat, was 
clerk in a countrj' store, learned and 
practiced surveying, and then studied 
law. He served several terms in the 
Legislature of Illinois, and was a mem- 
ber of Congress. He became a leading 
lawyer and politician in his State, and 
gained a national fame by a series of de- 
bates, in which he was engaged with 
Senator Douglas in 1858. His integrity, 
his moderation, and his strong speeches 
brought him the nomination for Presi- 
dent, and the rest of his history is that of 
the country. His death took place on the 
15th of April, 1865. 



through the CaroHnas, and 
when the close of the war 
was already in sight. When 

Lee surrendered, Lincoln's mind was already revolving 
plans for conciliating those who had been opposed to 
him, and for restoring the government at the South. 
But, while the President was sitting with his family 
in a box at the theatre, John Wilkes Booth, one of 
a band of conspirators, approached him from behind 
and shot him, and tlien leaped to the stage, crying, 
"Sic semper tyrannis ! '' which means, "Thus always 
with tyrants," and escaped. Booth was afterward over- 
taken, and killed in resisting arrest. Lincoln died on 
the 15th of April, the day after he was shot; he was 
deeply mourned, because he had shown himself a man of 
great wisdom and goodness. Lincoln's assassination was 



DEATH OF LINCOLN. 



355 



sincerely regretted at the South, also, where his kindli- 
ness was coming to be known, and where the people, 
newly conquered, feared that his death might lead to 
measures of retaliation. 

But the war was closed without acts of mere revenge, Release of 

Jefferson Davis. 

and nobody was put to death for a political offense. Jef- 
ferson Davis, the President of the Confederacy, who had 
been captured in Georgia at the close of the war, was 
arraigned before a court on a charge of high treason. 
He was confined in Fortress Monroe for two years, when 
he was released without being tried. 



Why did certain English and French statesmen feel jealous of this Questions for 
country ? What affair increased this hostile feeling in England ? What study, 
were the names of the ambassadors sent from the Confederate States in 
1861 ? To what countries were they going ? How did they get out of 
Charleston ? At what port did they take passage on the Trent ? To 
what country did the Trent belong? How were Mason and Slidell taken 
from the Trent ? What effect did this have in England ? How was war 
with England avoided ? How was the navy of the Union em- 

ployed in keeping supplies out of the Confederacy? How did English 
ships get in with supplies ? What prevented the Confederate 

government from sending ships out of the Southern ports ? Where were 
ships built for it ? What effect did the cruisers have on the commerce of 
the United States ? What was the name of the most famous of these 
vessels ? How many ships did the Alabama destroy ? In what year was 
she destroyed ? How and where ? What claims did the United States 
set up ? To what kind of a court were the Alabama claims submitted ? 
Where did this court meet ? What was the decision of the court of arbi- 
tration ? How did the United States borrow money to pay the 
expenses of the war ? Has all of the debt been paid ? What are 
" legal-tender notes " ? Why were they called greenbacks ? What 
caused the paper money to lose value ? Why was it still used ? What 
effect did the use of greenbacks have on the circulation of gold and 
silver? For how many years was there no gold or silver in general 
circulation ? What is meant by the resumption of specie payment ? In 
what year did the United States begin to pay specie for greenbacks? 
What effect did this have on the value of greenbacks ? How did 
cne Confederate government raise money ? What is said of the decline 

24 



Or6 TRAITS OF THE WAR. — DEATH OF LINCOLN. 

in the value of its legal-tender money ? Who was nominated for 

President by the Republicans in 1864? Who was put up for Vice- 
President on the same ticket ? Whom did the Democratic party nomi- 
nate for President ? What victories removed all doubts about Lincoln's 
election ? Where was General Sherman when Lincoln began his 

second term ? What was the prospect of the close of the war ? When 
Lee surrendered, what plans was Lincoln revolving ? How was Lincoln 
assassinated ? By whom ? What was the feeling regarding the death 
of President Lincoln ? What kind of a man had he shown himself to 
be ? What was the feeling at the South regarding it ? Was any 

one put to death after the war on account of political offenses ? What 
was done about Jefferson Davis ? 

Study by topics. I. The Trent affair. 

II. The blockade and blockade-running. 

III. The Confederate ships. 

1. Building of ships in England. 

2. The Alabama. 

3. The Alabama claims. 

IV. Money during the war. 

1. How the United States borrowed money.. 

2. The greenbacks. 

3. Confederate bonds. 

4. Confederate money. 
V. The election of 1864. 

1. Nominations. 

2. Election of Lincoln. 
VI. Death of Lincoln. 

1. The shooting. 

2. The feeling in regard to his death. 
Vn. Arrest and release of Jefferson Davis. 



SEVENTH REVIEW.— FROM THE CLOSE OF THE MEXICAN 
WAR TO THE END OF THE CIVIL WAR. 

Chapters XLVIII to LVII. 

Events following the f T71 .• n- i 00 
^, . ^ Election of Taylor, 1848. 

Mexican War. 'i t\- r u • /- it • 0.0 

Discovery of gold in California. 1848. 

(XLVIII.) L -' t> 



REVIEW. — MEXICAN WAR TO END OF CIVIL WAR. 



357 



Slavery question in the 
new territory. 

(XLVIII.) 

Pierce elected, 1852. 

Renewed excitement. 
(XLVIII.) 



Change in political par- 
ties. (XLIX.) 



The Wilmot Proviso. 
The admission of California. 
Runaway slaves in the free States. 
Compromise of 1850. 

(XLVIII.) 

Fugitive-slave law unpopular. 

Excitement produced by " Uncle Tom's Cabin. 

The South also dissatisfied. 

Attempts to annex territory. 

Decay of the Whig party. 
American (or Know-nothing) party. 
Kansas-Nebraska Bill. 
The Republican party. 



Slavery becomes the 
main issue. (XLIX.) 



The rising storm. (L.) 



The storm breaks. 

(L, LI.) 



Collisions in Kansas. 
Buchanan elected, 1856. 
The Dred Scott decision. 
John Brown's raid. 
Lincoln elected, i860, 
t New free States admitted. 

The doctrine of State sovereignty. 
Seven States secede. 
Failure of the Peace Convention. 
Dissensions in the Cabinet. 

" Confederate States " government formed. 

Lincoln inaugurated. 

Fort Sumter bombarded. 

The rush to arms. 

The question at issue. 

The States take sides. 



First campaigns. (LI.) - 



The struggles for 
Washington and 
Richmond. (LII.) 



Bull Run, or Manassas. 

Fort Henry and Fort Donelson 

Island No. 10. 

Shiloh, or Pittsburg Landing. 

Corinth evacuated. 

In the Peninsula. 

The second Bull Run 

Antietam. 

Fredericksburg. 

Chancellorsville. 

Gettysburg. 



358 



REVIEW. MEXICAN WAR TO END OF CIVIL WAR. 



Monitor and Merrimac. (LI 1 1.) 

The Emancipation Proclamation. (LIII.) 

Fall of New Orleans. 



Struggle for the Mis- 
sissippi. (LIII.) 



Between Nashville and 
Atlanta. (LIV.) 



The Wilderness cam- 
paign. (LV.) 



Movements in Kentucky, 1862 

Battle of Corinth. 

The Vicksburg campaign. 

Murfreesboro, or Stone River 
Chickamauga. 
Chattanooga battles. 
The struggle for Atlanta. 

Battles in the Wilderness. 
Movement by the flank. 
Cold Harbor. 
Petersburg besieged. 



Hunter moves on Lynchburg. 

r -.T- ■ ■ /TiT-N 1 Early moves on Washington, 

of Virginia. (LV.) ■' » 

i^ Sheridan in the Valley. 

f Battle of Nashville. 

Sherman's march to the sea. 

Savannah. 
[ Sherman's march northward. 



The war in the Valley 



Sherman's marches. 

(LVI.) 



Clo.<!'» of the war. 



(LVI.) 



Naval affairs. (LVI I.) < 



Financial affairs. 

(LVII.) 

Re-election and death 
of Lincoln. (LVII.) 



Lee's retreat. 
Surrender of Lee's army. 
[ Surrender of Johnston's army. 

Stoppage of the Trent. 
Blockade-running. 
Confederate cruisers. 
Alabc'ma claims. 

Government bonds. 
Greenback notes. 
[ Confederate notes. 

Lincoln re-elected, 1864. 
Lincoln assassinated, 1865. 



Arrest and release of Davis. (LVII.) 



POLITICAL EVENTS SINCE THE CIVIL WAR. OrQ 

CHAPTER LVIII. 

Political Events since the Civil War. 

The war settled two questions long debated in this The question of 

. 1 1 f 1 State independ- 

country, that oi otate sovereignty and that oi slavery, ence settled. 
From the beginning of the government it had been dis- 
puted whether or not a State might act in a sovereign 
way in opposition to the United States government. 
The war answered " No " to this question. 

The Emancipation Proclamation had only abolished '^^^ question 

^ -'of slavery 

slavery in those States and districts at that time resist- disappears, 
ing the United States government. But the thirteenth 
amendment to the Constitution, which was adopted at the 
close of the war, and ratified in December, 1865, forbade 
slavery in all parts of the country forever. 

A great question of history was also decided by the But -one great 

T 111 11 r -KT 1 A • power in North 

war. It was settled that the heart 01 North America America, 
is to be occupied by but one great power. Had there 
been more than one, the resources of the people might 
have been wasted and their advancement checked by 
standing armies, and wars happening from time to 
time. 

Andrew Johnson, the Vice-President, succeeded to Andrew johnson, 
the presidency on the death of Lincoln. There soon 
grew up a difference between Johnson and the Republi- 
can Congress in regard to the measures to be adopted for 
the reconstruction of government in the Southern States. 
Congress required, among other things, that every State 
which had seceded should admit the negroes to vote, be- 
fore the representatives of the State should be ag^in 
admitted to Congress. President Johnson did not think 



360 



POLITICAL TLVENTS SINCE THE CIVIL WAR, 



President John- 
son impeached. 




ANDREW JOHNSON 



Grant elected 
President, i86£ 



The seceded 
States readmit- 
ted to Congress. 
Negro suffrage 
established. 



that Congress had a right to refuse admission to law- 
fully elected representatives. 

The difference between President Johnson and Con- 
gress, on several points in regard to reconstruction, 
resulted in an effort by Congress to limit the power 
of the President to remove officers. The Repub- 
licans were more than two thirds of each 
House, so that they could make laws in spite 
of the veto of the President. They passed a 
law forbidding him to make removals from 
ofhce except by consent of the Senate. This 
law Johnson refused to obey. The House of 
Representatives voted to impeach the President ; 
that is, to bring him to trial in order to have him re- 
moved as unfit to be President. Such a charge must 
be made by the House of Representatives, and the Sen- 
ate is the court which has to decide the case. As less 
than two thirds of the Senate voted to remove him, 
Johnson remained President to the end ot his term. 

In 1868 General Grant was elected President, as the 
candidate of the Republicans. The Democratic candi- 
date was Horatio Seymour, of New York. The election 
turned on the dispute over measures for reconstructing 
the Southern States. 

During Grant's first administration, in 1870, the last 
of the States that had belonged to the Confederacy com- 
plied with the conditions demanded by Congress. All 
the States were now represented in Congress for the first 
time since South Carolina had seceded in i860. In this 
same year, 1870, the fifteenth amendment to the Constitu- 
tion was ratified. This gave to the negroes the right to 
vote. 



POLITICAL EVENTS SINCE THE CIVIL WAR. 



361 



The vast social and political changes brought about disorders at 

the South. 

by the war, and especially the new relations established 
between the two races, produced in the South disor- 
der and bad government for some years. The war, 
too, had wasted the resources of the country and 
left the people in poverty. But a better state of 
things has ensued, and the Southern people have 
gradually entered on a career of peace and great pros- 
perity. 

In 1872 a portion of the Republicans, dissatisfied Re-eiection of 

^ ^ Grant, 1872. 

with Grant's administration of the government, formed 
a new party, which they called the " Liberal Republi- 
can" party. They nominated Horace Greeley for Presi- 
dent. The Democratic party accepted Greeley as its 
candidate also, but Grant was re-elected by a large 
majority. 

In 1876 the Republicans nominated Rutherford B. disputed eiec- 

' ^ tion of 1876 

Hayes, of Ohio, for President. The Democrats nomi- decided in favor 

of Hayes. 

nated Samuel J. Tilden, of New York. The election 
was a close one, and the country came near to being 
thrown into a distressing confusion by the con- 
dition of the Southern State governments. In 
some of these were " returning boards," com- 
mittees which had the right to revise the elec- 
tion returns, and throw out such as they 
thought had been affected by fraud or vio- 
lence. By the votes cast, Louisiana had 
given a majority for Tilden. But the 
Republicans claimed that certain districts 
had been carried by intimidating the ne- 
groes and by fraud. The returns from 
these were thrown out by the return- 




RUTHERFOHD B. HAYES. 



362 



POLITICAL EVENTS SINCE THE CIVIL WAR. 



Election of Gar- 
field, 1880. His as- 
sassination, 18S1. 



ing board, and the vote of the State was given to Hayes. 
This gave a majority of one. The most exciting debates 
ensued in Congress, which had finally to decide the 
matter. As the Republicans had a majority in the Sen- 
ate and the Democrats a majority in the House, the two 
bodies could not agree. The question was at length re- 
ferred to fifteen commissioners, eight of whom voted to 
give the election to Hayes. 

In 1880 General W. S. Hancock, who had won re- 
nown as a brilliant division commander in the Army 

of the Potomac, was nominated 
for President by the Democrats. 
General James A. Garfield, of 
Ohio, whose distinction was due 
to the ability he had shown in 
debate on the floor of Conjrress, 
was nominated by the Republi- 
cans and elected. Three months 
after President Garfield was in- 
augurated, on the 2d of July, 
1 88 1, he was shot and mortally 
wounded by a disappointed of- 
fice-seeker. Garfield lived eighty 
days after he was shot, and died 
His assassin was tried for mur- 




JAMES A. GARFIELD. 



Arthur, 
President. 



on September 19, 1881. 
der and hanged. 

Chester A. Arthur, of New York, had been elected 
as Vice-President when Garfield was chosen President. 
On the death of Garfield, Arthur succeeded to the 
presidency, as prescribed by the Constitution, and 
filled out the unexpired term for which Garfield had 
been elected. 



POLITICAL EVENTS SINCE THE CIVIL WAR. 



363 




CHESTER A. ARTHUR. 



In 1884 the Republicans nomi- 
nated James G. Blaine for President. 
His distinction had been gained 
chiefly as Speaker of the House of 
Representatives and Senator from 
Maine. The Democrats nominated 
Grover Cleveland, then popular as 
Governor of New York. After an 
unusually severe struggle and a very 
close election, Cleveland v^as chosen. 
The Democratic party thus returned 
to power for the first time since the 
election of Lincoln in i860. 

The question which most agitated politics in Cleve- ^he question 

, of the tarifif. 

land's administration was that of the tariff. Very 
early in the history of the government there were 
two opinions on this subject. One class of statesmen 

has maintained that 
American manufact- 
ures should be pro- 
tected by levying 
high duties on arti- 



cles made abroad, in 
order that the Amer- 
ican market may be 
kept chiefly for the 
products of Ameri- 
can labor. The other 
class maintains that 
high protective du- 
ties are unjust to the 
American consumer, 




GROVER CLEVELAND. 



3^4 



POLITICAL EVENTS SINCE THE CIVIL WAR. 



Election of 

Benjamin 

Harrison. 




and of little, if any, benefit to the manufacturer. They 
propose that the tariff should be used chiefly to raise 
the money needed to support the g-overnment. This 
was a main point of division between the Whigs and 
Democrats before the rise of the great anti-slavery agita- 
tion. As the questions which grew out of the civil war 
have become less engrossing, those relating to tariff 
revision have again become the most prominent. 

The election of 1888 turned upon questions relating 
to the tariff. Grover Cleveland was nominated for re- 
election by the Democrats. The Republicans nomi- 
nated General Benjamin Harrison, of Indiana, who 
. , had been a United States Senator. Benjamin 

'0) ■ • 

'7 Harrison was elected, and was inaugurated March 



BENJAMIN HARRISON, 



The McKinley 
Bill. 



International 
copyright. 



4, 1889. 

During the administration of Harrison the last 
of the questions growing out of the civil war 
disappeared from politics. With the gradual pass- 
ing away of the old war questions the struggle over 
the tariff question became more intense. In 1890 
Congress passed the " McKinley Bill," so called from 
William McKinley, of Ohio, the Chairman of the Ways 
and Means Committee. 

The general tendency of this law was to increase the 
duties on many articles so as to check their importa- 
tion. But the President was given power to suspend 
the duties on certain articles when imported from coun- 
tries that gave similar reductions of tariff duties on 
articles produced in this country. This last was called 
the reciprocity provision. 

In March, 1891, after more than fifty years of agita- 
tion, an international copyright law was passed, giving 



POLITICAL EVENTS SINCE THE CIVIL WAR. 



365 



to foreign authors a property right in their productions 
when printed in this country. 

The election of 1892 turned chiefly upon the question Cleveland 
of the tariff. President Harrison was renominated by 
the Republicans, and ex-President Cleveland was again 
the Democratic candidate. The latter was elected, and 
on March 4, 1893, he entered on a second term, after 
having been four 3-ears out of ofifice. 

The discovery of many silver mines in this country The silver 
and elsewhere has produced a gradual decline in the 
value of that metal. This has changed the relative value 
of the two metals used for money, and has raised what 
is known as the silver question to great importance in 
our politics. In order to keep up the value of silver, 
efforts have been made to pass a law allowing the free 
coinage of that metal by the owner of it ; but these have 
failed. The silver law of 1890 provided that the United 
States Government should buy four million and a half 
ounces of silver every month ; but this did not keep sil- 
ver from declining in value. On August 7, 1893, during 
a financial panic, Congress assembled in extra session to 
consider the question of the purchase of silver by the 
government. After a protracted debate, the law requir- 
ing the purchase of silver was repealed. 

In December, 1893, the "Wilson Bill" was intro- The wiison 

Bill. 

duced. This reduced the duties on many imports as 
established by the McKinley Bill. 

In order to prevent bribery at elections, the intimi- The Australian 

ballot. 

dation of voters, and other abuses, thirty-five States 
adopted, in the years just preceding the election of 1892, 
what is known as the Australian ballot system, by which 
voting is done in secrec3^ 



366 



POLITICAL EVENTS SINCE THE CIVIL WAR. 



Questions for What two great political questions did the war decide ? How long 

study. j^^j ^Yie question of the right of a State to act independently been de- 

bated .'' What answer did the war give to this question ? How 

far did the Emancipation Proclamation settle the slavery question ? 
What was the effect of the thirteenth amendment to the Constitution ? 
What great question of history was answered by the war? If there 
had been more than one nation in the heart -^f North America, what evil 
result might have followed ? Who became President when Lin- 

coln died ? On what subject did President Johnson differ with Con- 
gress.? What did Congress require of the States which had seceded ? 
What ground did the President take in regard to the admission of the 
seceded States to Congress ? What kind of laws did Congress 

pass regarding the President.^ Did Johnson obey these acts.? What 
did the House of Representatives do? What court has to decide on 
the question when a President is impeached.? What did tne Senate 
do with regard to the removal of President Johnson? Who was 

elected President in 1868? Of what party was Grant the candidate? 
Who was the Democratic candidate ? On what question did the elec- 
tion turn? What is said of the readmission in 1870 of the 
States that had seceded ? How long was this after the first State had 
seceded? (Subtract i860 from 1870.) What amendment to the Con- 
stitution was ratified by the States in 1870? What did this give to 
the negroes ? What effect did the war have upon the re- 
sources of the South ? What is said of the state of things that has 
followed ? What did the Republicans, who were dissatisfied 
with Grant's government, do in 1872? Whom did the Liberal-Republi- 
. cans nominate for President ? Whom did the Democrats support ? 
What was the result of the election ? Who was the Republican 
candidate in 1876 ? Who the Democratic candidate? What came near 
to throwing the country into confusion ? What power did some of the 
Southern returning-boards have? What changes were made in the re- 
turns from Louisiana? How large a majority did this give to Hayes? 
What was the nature of the debate in Congress on this matter ? Why 
could not the two houses of Congress agree ? To whom was the matter 
referred ? How was it decided ? Whom did the Democrats 
nominate for President in 1880 ? Whom did the Republicans nominate ? 
Which was elected ? What happened to Garfield? What was the fate 
of the assassin ? Who became President when Garfield died ? 
Who was the Republican candidate for President in 1884? Who was 
the Democratic candidate? What is said of the struggle and the elec- 
tion ? What was the uppermost political question in Cleveland's 
administration ? What opinions on this subject have been held by states- 
men in favor of a high protective tariff? What do those opposed to 
such a tariff maintain ? What old parties were once divided on this 



POLITICAL EVENTS SINCE THE CIVIL WAR. of^n 

subject? Who was elected President in 1888? What bill 

with reference to the tariff question was passed in the administration of 
Benjamin Harrison ? What was the general tendency of the 

" McKinley Bill"? What did the International Copyright Law 

of 1891 accomplish? What caused silver to decline in value? 

What effect did this have? What provision did the silver law of 1890 
make ? What law was passed by Congress in extra session in 

1893? On what question did the election of 1892 turn? Who 

were the candidates? Who was elected? What was the intent 

of the " Wilson Bill " ? What change in the mode of voting took 

place about this time ? 

I. Political questions settled by the war. study by topics. 

1. That a State may not secede. 

2. That there shall be no slavery. 

3. That there will be but one great power on this continent. 
II. The reconstruction period. 

1. Johnson's administration. 

a. His dispute with Congress, b. His impeachment and 
trial, 

2. Grant's administration. 

a. His election, b. All the States readmitted, c. The 
fifteenth amendment, d. The disorders at the South. 
e. The re-election of Grant. 

3. Hayes's election. 

a. The returning-boards. b. The Louisiana returns. 
c. The decision. 
III. Later administrations. 

1. Garfield. 

2. Arthur succeeds Garfield. 

3. Cleveland elected. 

4. The tariff question. 

5. Harrison elected. 

6. The McKinley Bill. 

7. The Copyright Law. 

8. The silver question. 

9. The Australian ballot system. 



368 



LATER DEVELOPMENTS OF THE COUNTRY, 



CHAPTER LIX. 



Later Developments of the Country. 



Additions of 
territory before 
the civil war. 



Purchase of 
Alaska, 1867. 



West Virginia 
admitted, 1863 ; 
Nevada, 1864. 



We have seen how the United States, which was at 
first Hmited by the Mississippi River on the west and by 
Florida on the south, received before the civil war five 
great additions to its territory : i. The old French prov- 
ince of Loliisiana, a vast region west of the Mississippi. 
2. Oregon (including Washington Territory), by explora- 
tion and discovery. 3. Florida, by purchase from Spain. 
4. Texas, by the annexation of an independent republic, 
once a part of Mexico. 5. The Mexican cessions after 
the Mexican War. 

To these must be added Alaska, which was purchased 
Irom Russia in 1867 for a little more than seven million 
dollars ($7,200,000). This is the only territory we have 
that does not lie adjoining to the rest of the country. 
It is partly in the arctic regions, but the climate of 
Alaska on the Pacific coast is not severe. The killing 
of seals for their furs is the chief business interest in 
Alaska. 

The number of States at the beginning of the civil 
war was thirty-four. By 1876, the hundredth year of 
the American Republic, the number had increased to 
thirty-eight. Two States had been admitted during the 
war. The people of the western part of Virginia were 
mostly on the side of the Union. This part of the State 
separated itself from eastern Virginia, which was acting 
with the Confederacy. It obtained admission to the 
Union in 1863, as a separate State, under the name of 
West Virginia. Nevada, just east of California, and a 



LATER DEVELOPMENTS OF THE COUNTRY. 



369 



part of the territory ceded to us by Mexico, was ad- 
mitted in 1864 It is a land of silver-mining. 

In 1867 Nebraska was admitted. It is one of the Nebraska, 1867; 

Colorado, 1876 ; 

most fertile of farming States. In the centennial year. North Dakota, 
Colorado came into the Union. This State lies in the Montana, ° ^' 
Rocky Mountain region, and has gold and silver mines. IJa^ho'and°"''^^^' 
Cattle-raising is one of its chief industries. In 1889 an Wyoming, 1890- 
Act of Congress was passed for the admission of four 
new States — North Dakota, South Dakota, Montana, and 
Washington. In 1890 Idaho and Wyoming were admit- 
ted, raising the whole number to forty-four. 

Utah has now population enough for a State. It was The Territories, 
settled by people professing the Mormon religion. This 
religion allows the practice of polygamy, and some of 
the Mormons have more than one wife apiece. For this 
reason, Cong-ress has hitherto been unwilling; to admit 
Utah to the Union. In 1889 a region called Oklahoma, 
in the Indian Territory, was opened to settlement and ■ 
occupied by a large population in a day or two. In 
1890 this region was enlarged and erected into a Ter- 
ritory. Arizona, Utah, New Mexico, Oklahoma, and 
Alaska are the only Territories now remaining out of 
the Union, besides the Indian Territory. 

The settlement of the Western States and Territories Later Indian 

, , , , , . , . p.. • 1 1 r war. The Sioux 

has brought the white people into contlict with the nerce massacre in 
and warlike Indians of the plains In the summer of '*^'""^^°^^' '^^2. 
1862 the eastern bands of the Sioux [soo] nation fell sud- 
denly upon the defenseless settlements of Minnesota, and 
killed nearly five hundred people. In the war which 
followed, the Sioux were driven out of the State, and 
thirty-eight of those captured were convicted of mur- 
dering women and children, and hanged. 



370 



LATER DEVELOPMENTS OF THE COUNTRY. 







Custer attacks Thousrh thcrc wcrc no horses in America when the 

the Indians in ^ 

the winter. vvhitc men camc, the Indians of the phiins now have a 

race of small ponies, acquired long ago from the early 
Spanish conquerors of Mexico. The plains Indians 
fight on horseback, and are said to be " the best light 
cavalry in the world." They were in the habit of com- 
^ mitting their outrages on the settlements in the 
1; /f /^\};P If summer, when there was grass for the ponies. In 
' ' ' the winter, when the ponies were almost starved, 

they took shelter in remote valleys, and counted 
themselves safe from attack, on account of the difficulty 
the white men found in moving wagon-trains. But, in 
November, 1868, General Sheridan sent General Cus- 
ter, after the snow had fallen, to attack the hostile 
Indians in their villages. Custer, carrying his provis- 
ions on mules, followed the trail of a war party, under 
Vl/^r^ ' ^^^ chief Black Kettle, to their town on the Washita 
[wau'-she-taw] River, in the Indian Territory, and fell 
^ upon the sleeping savages at daybreak, defeating 
them with great slaughter. This battle terrified 
and subdued the Indians of the 
> Southern plains, who no longer 
felt safe from punishment in their 
winter retreats. 

But, in a later war with the 
Sioux of the Northern plains in 
1876, Custer, having attacked a 
force outnumbering his own, 
was surrounded and killed, with 
all the men under his immedi- 
ate command. In this fight the 
Vj Sioux were led by Sitting Bull. 







INDIAN WATCHINQ FOR BUFFALOES. 




371 



25 



372 



LATER DEVELOPMENTS OF THE COUNTRY. 



Custer killed 
in battle. 



Present condition 
of the Indians. 



The Indians were afterward attacked by fresh troops 
and driven into Canadian territory. They have since 
been allowed to return. 

There have been other Indian wars, but, of course, 
the rash tribes are always worsted in the long run. 
The irresistible march of civilized man has destroyed 
the buffaloes, or bisons, and broken down the old 
life of the Indians, to which they were so much at- 
tached. All the hunting-grounds will soon be occu- 
pied by farms, mines, and cities. There is nothing left 
for the Indians but to become civilized or to perish. 
Good men are now trying to protect them from wrong, 
and to persuade them to have their children taught 
to live the lives of civilized people, on farms, owned 
not by the tribes, but by individuals. Many Indian 
children are taught at the expense of the government. 
Some of the tribes located in the Indian Territory have 
attained considerable civilization. 




ALASKA 



^r^"--^ • ALiAMvA 

'' \ ' ^^ SCALE or MILE 

/- . W \ HH I 1 ^=1 

\- — \33 11 M -.'IW 300 









() (■ i: 



Questions for 

study. 



By what river was the United States bounded on the west at the close 
of the Revolution ? How many great additions were made to its territory 
before the civil war ? What was the first ? On which bank of the Mis- 



LATER DEVELOPMENTS OF THE COUNTRY. 



373 



sissippi did the province of Louisiana chiefly lie ? By what claim do we 
own Oregon and the Territory of Washington ? From what country did 
we purchase Florida ? How did Texas come into the Union ? What 
other large cession was made to the United States ? What was 

the sixth great addition to the territory of the United States ? How much 
did the United States pay for Alaska ? Was this purchase made before 
or after the civil war ? How does Alaska differ from other additions to 
our territory ? What is the nature of its climate ? What is the chief 
business interest in Alaska ? How many States are there in the 

Union to-day? How many have been added since the civil war began? 
What two were added during the war? What were the circumstances 
under which West Virginia was taken into the Union? What State was 
admitted in 1864? What kind of mines are there in Nevada? In 

what year was Nebraska admitted ? What kind of a State is Nebraska ? 
In what year was Colorado made a State ? In what mountain-region is 
Colorado situated ? What kind of mines has Colorado ? What other 
principal business? What four new States were admitted by Act of 
Congress in 1889? What two States were admitted in 1890? How 
many States are there now in the Union ? How many more than three 
times the original thirteen ? Why has Utah not been admitted ? 

When was Oklahoma formed ? From what Territory ? What Terri- 
tories yet remain out of the Union ? 

What has been the effect of the settlement of the newer States and 
Territories, with reference to the Indians ? What Indian nation attacked 
the people of Minnesota in 1862? How many did they kill? What 
took place in the war that followed ? What was done with those con- 
victed of killing women and children ? What difference is there be- 
tween the mode of Indian fighting on the plains and that of the Indians 
formerly encountered at the East? How did the Indians get horses? 
What kind of horses have they ? What kind of soldiers are they said to 
be ? At what time of the year did the Indians of the plains attack the 
settlements ? Why in the summer ? What did they do in the winter ? 
What change in the mode of war did Sheridan introduce? What can 
you tell of the battle of the Washita ? What effect did this battle have 
on the Indians of the Southern plains ? Who commanded the troops in 
this battle ? What happened to Custer in 1876 ? Against what tribe of 
Indians was he fighting when he was killed ? What chief commanded 
the Indians ? What happened when the Indians were attacked by fresh 
troops ? What changes will compel the Indians to settle on farms 

or perish ? What is now being done for them ? 

I. Additions to the area of the United States. Study by topics 

I. Recapitulation of five additions to the area of the United 
States. 2. The sixth addition, Alaska. 



374 



LATER DEVELOPMENTS OF THE COUNTRY. 



II. New States since the beginning of the civil war. 

I. West Virginia. 2. Nevada. 3. Nebraska. 4. Colorado. 
5. North Dakota, South Dakota, Montana, and Washing- 
ton. 6. Idaho and Wyoming. 

III. The Territories. 

I. Utah. 2. Oklahoma. 3. The remaining Territoiies. 

IV. Later Indian wars. 

I. The Minnesota massacre. 2. The mounted Indians. 
3. The battle of the Washita. 4. The battle with Sit- 
ting Bull, and death of Custer. 5. Efforts to improve 
the condition of the Indians. 

Composition. Let the pupil, by reference to the index, examine all the passages 

in this book relating to the additions of territory to the United States. 
Then he will have material for an essay on " The Growth of the United 
States in Territory." This should be written in his own words. An- 
other subject that may be worked in the same way is " Indian Wars." 

Geography. In what part of America is Alaska situated ? What foreign country lies between 

the main territory of the United States and Alaska ? On what ocean is Alaska > 
What State lies west of West Virginia ? What river forms its northwestern bound- 
ary ? What State is between Nevada and the Pacific Ocean ? What river forms the 
eastern boundary of Nebraska ? What State south of Nebraska ? How does Colo- 
rado lie with reference to Nebraska ? Where does South Dakota lie with reference 
to Nebraska ? Where does North Dakota lie with reference to Minnesota ? How is 
Montana situated with reference to North Dakota ? On what ocean is Washington ? 
What foreign province to the north of it ? Fi\-e States and one Territory lie upon 
the boundaries of Wyoming : name them. On what side of Wyoming is Idaho ? 




Increase of 
population. 



CHAPTER LX. 

Population, Wealth, and Modes of Living. 

Tup: first census was taken in 1790. There were 
then less than four million people (3,929,214), 
almost all living between the Atlantic coast and the 
Alleghany Mountains. When the eleventh census was 
taken, in 1890, it was found that this population had in- 
creased to about sixteen times as many people in a hun- 
dred years, and had spread from ocean to ocean. There 
were then about sixty-three million (62,982,244) inhabit- 



POPULATION, WEALTH, AND MODES OF LIVING. q7C 

ants. The population of the United States is already 
very much larger than that of any of the nations of 
Europe except Russia. Before the close of the next 
century it will probably reach two hundred millions. 

The increase of wealth has been yet more remark- increase of 

wealth. 

able. This is due to the resources of the country, as 
well as to the enterprise of the people. Wheat from 
the rich farms of the great interior valley, and meat 
from the cattle-ranges of the Western States and Ter- 
ritories, are sent across the sea in vast quantities. Gold 
and silver from the Rocky Mountains and the Pa- 
cific coast, petroleum from the neighborhood of the 
Alleghany Mountains, and inexhaustible supplies of 
coal and iron in various regions are great sources 
of wealth. Manufactures of many kinds also enrich 
the people. The United States is already the richest 
of the nations. 

In a new country men become inventive, because they Eariy American 
have to find out how to do things that they have never 
seen anybody do before. Americans are, perhaps, the 
most inventive people in the world. Before the Revolu- 
tion, Thomas Godfrey, of Philadelphia, invented the 
quadrant, an instrument to help a navigator to find his 
whereabouts at sea. About the same time Franklin in- 
vented the lightning-rod. There was also a valuable 
machine invented in South Carolina for doing the 
hard labor of taking the hull off of the grains of rice. 
This was run by the ebbing and flowing of the tide. 
In the middle colonies flour-mills were improved, and 
little elevating machines invented, so that wheat did 
not have to be carried to the top of the mill on a 
man's back. 



inventions. 



37^ 



POPULATION, WEALTH, AND MODES OF LIVING. 



Whitney's 
cotton-gin. 



Some other 
remarkable 
inventions. 



Change made 
by inventions. 



America has since become celebrated for what are 
called labor-saving machines. One of the most remark- 
able ol these is the cotton-gin. It took so much time and 
toil to pick the seeds out of cotton that only small quan- 
tities were raised for home use. Long before the Revo- 
lution, a " gin " for cleaning the cotton of seed had been 
invented, but it did not come into general use. But, 
when machines for spinning cotton thread and weaving 
cotton cloth by steam-power were invented in England, 
there sprang up a great demand for raw cotton. In 
1794 Eli Whitney invented a "saw-gin" for taking the 
seeds out of cotton. This made cotton-raising profit- 
able, and caused the Southern States to grow rapidly 
in population and wealth. After the invention of the 
gin, indigo-culture was quite driven out by cotton- 
raising. 

The cotton-gin was the first of a great family of labor- 
saving machines, partly or wholly invented in this coun- 
try. Reaping- and mowing-machines were first made 
successful by American inventors. Thrashing-machines 
were improved here. All the agricultural machines now 
used have practically been introduced in the last fifty 
years. The first really successful sewing-machine was 
introduced by Elias Howe in 1845. Morse's telegraph 
(Chapter XLV) came into use at about the same time. 
The telephone, a recent invention, enables people to hold 
conversation when far apart. The phonograph records 
speech on a cylinder, which may be sealed up and kept 
for a thousand years, when it can be made to repeat the 
very tones of the voice that spoke the words. 

More inventions of great importance have been made 
in the lifetime of people now living than in all the ages 



POPULATION, WEALTH, AND MODES OF LIVING. Oyy 

before. We live in a different world from that of our 
forefathers, who had only saddle-horses or wagons for 
land-conveyance, and slow-sailing ships or row-boats 
for water-journeys. We can go around the world 
in a great deal less time than some of the first emi- 
grants took to sail from England to America. Our an- 
cestors had neither kerosene-oil, gas, nor electric light. 

Stoves were prac- 
tically unknown ; 
for warming them- 
selves and cooking 
their food, people 
in old times had 
only wood - fires 
in wide, open fire- 
places, which often 
chilled the room 
with draughts of air 
or filled it with smoke. They carded, spun, wove, and 
dyed, by hand, wool or flax for their own clothing. 
Now steam is made to do most of the work in spinning 
and weaving, in making hats and shoes, in planing 
boards, and in turning wood. Even delicate little things 
like watches are made mostly by steam machinery. 
Out of the use of machinery has grown up the 
factory system, which gathers working-people into 
towns and sets them to work together in factories. 
Many people are able in this way to labor on the same xhe factory 
piece of work, each doing his own part. This saves 
time, and makes each man's toil more productive. The 
building and running of these factories require a great 
deal of money ; so that work is now carried on by two 




OLD FIREPLACE. 




THE PENNSYLVANIA FIREPLACE, 
INVENTED BY FRANKLIN. 



system. 



378 



POPULATION, WEALTH, AND MODES OF LIVING. 



Labor strikes. 



classes : First, the capitalists, who furnish the factory 
and its machines ; second, the vvorkingmen, who receive 
wages and do the labor. This has led to great discus- 
sions of the rights of the working people and of those 
who furnish the money or capital. 

In some cases the struggle between employers and 
workmen has become so bitter as to endanger public 
order. The railroad strike of 1877, mainly in Pennsyl- 
vania, was an example. The severe conflict during the 
strike at Homestead, in Pennsylvania, which took place 
in 1892, resulted in the loss of several lives. 




THE DARK LINE SHOWS THE WESTWARD MOVEMENT OF THE CENTER OF POPULATION IN THE UNITED STATES SINCE 17 



Questions for 
study. 



In what year was the first census taken ? How long ago is that ? 
Who was President of the United States in 1790.? (Chapter XXXVI.) 
About how many millions of people were there in the country at that 
time ? How many millions were there in 1890 ? What is said of 

the increase of wealth in this country ? What articles of food do we send 
to Europe ? In what part of the country are they raised ? From what 
part of the country' are gold and silver sent to Europe ? In the neighbor- 
hood of what mountains do we get petroleum ? What is said of the sup- 
plies of coal and iron ? Of manufactures ? What cause is given 
for the inventiveness of the American people ? What did Godfrey invent 
in colony times ? What is the use of a quadrant ? What did Franklin 
invent ? Where was there invented a machine for taking the hull from 
rice ? What improvements were made in the middle colonies ? For 
what has America since become celebrated ? Who invented the cotton- 
gin in 1794? Explain the necessity for such a machine. What was the 
effect of its introduction ? What farming machines were first 
made successful by American inventors ? Within what period have all 



POPULATION, WEALTH, AND MODES OF LIVING. OyO 

our present farming-machines been introduced ? When was the first 
really successful sewing-machine brought out ? How long ago is 1845 ? 
What is the telephone used for ? What does the phonograph accom- 
plish ? What light has been recently made generally useful in cities and 
factories ? How do the inventions of our time compare in number and 
importance with those made before ? Tell some of the differences be- 
tween the life of our forefathers and ours. Mention some of the things 
that steam is now made to do. What system of work has grown 

out of the use of machinery ? How does this divide labor and save time ? 
What two classes of men now carry on work together .'' What do we 
mean by a capitalist .'' What discussions about rights have grown out 
of this system ? 

I. Growth of the country. study by topics. 

1. In population. 

2. In wealth. 

II. Inventions and machines. 

1. Inventiveness of Americans. 

2. Inventions before the Revolution, 

3. Labor-saving machines of our time. 

a. The cotton-gin. i. Other farm-machines, c. The 
sewing-machine. ^/. Telegraph and telephone. 
e. Phonograph. /. Electric light. 
III. Change in mode of life. 

1. Different appliances in our time. 

a. For travel, d. For home-life. c. For manufactures. 

2. The factory system and its effects. 



CHAPTER LXI. 
Literature and Art in tiie United States. 

We have seen, in Chapter XXXIV, that there was The first two 
little that could be called literature in the United States 
before the present century. Franklin's writings, mostly 
on practical subjects, and the essays of Jefferson, Madi- 
son, and Hamilton, on political subjects, were almost the 
only works of permanent value written in the first two 
centuries after the beginning of American settlement. 
Great writers can be produced only where there is a 



centuries. 



38o 



LITERATURE AND ART IN THE UNITED STATES. 




WASHINGTON IRVING. 



Irving. 



Bryant. 



Longfellow. 



community of educated and thoughtful people, 
such as one can not find in a young country. 
Washington Irving, who is sometimes 
called the father of American literature, was 
born in New York in 1783. His first im- 
portant book was a burlesque, called 
" Knickerbocker's History of New York," 
which is very amusing, and won praise 
for its author on both sides of the At- 
lantic. But Irving's most famous work is 
the " Sketch-Book," in which appear the 
charming tales of " Rip V^an Winkle " and 
"The Legend of Sleepy Hollow." His "Life 
of Washington " is still a standard biography. 
Among his biographical works are a delightful " Life of 
Christopher Columbus" and a "Life of Goldsmith." His 
style is graceful and wittily playful, and his charming 
books did much to produce a taste 
for literary pursuits in this country ^^ 

William CuUen Bryant, born 
in western Massachusetts in 1794, 
was the first American who be- 
came widely known as a poet. 
Though he lived to be very old, 
his greatest poem, " Thanatop- 
sis," was written when he was 
not yet nineteen years of age. 
His almost equally famous poem 
called " Lines to a Water-Fowl " 
was written before he was twenty. 

Henry Wadsworth Longfellow, who is undoubtedly 
the most popular and the most widely celebrated of our 




WILLIAM CULLEN CRYANT. 



LITERATURE AND ART IN THE UNITED STATES. 



381 




LONGFELLOW. 



poets, was born in Portland, Maine, 
in 1807. Of his shorter pieces, 
" Excelsior " and *' The Psalm 
of Life " are best known. His 
" Hiawatha " is an epic poem 
of Indian life, and his " Evan- 
geline " is a narrative poem 
founded on the story of the 
expulsion of the Acadians 
(page 131). 
John Greenleaf Whittier, some- whittier. 
times called " the Quaker poet," 
was born in Massachusetts, in the 
same year with Longfellow (1807). Many of his poems 
describe simple, rural life. Others relate to slavery 
and the civil war. One of the most charming is 
" Snow-Bound," a description of winter scenes in New 
England. 

Oliver Wendell Holmes was born in 1809. He is Hoimes. 
famous for his witty poems, of which " The Last Leaf " 
and " The One-Hoss Shay " are two of the best known. 
His prose work, " The Autocrat of the Breakfast- 
Table," is thought to be one of the brightest books 
in our literature. 

Edgar Allan Poe, born in 1809, wrote some 
poems that have achieved a world-wide fame. Of 
these, " The Raven " is the best known. His weird 
and marvelous short stories have also a permanent 
place in literature. Poe's writings appeal power- 
fully to the imagination. ^' 

Ralph Waldo Emerson was born in 1803, in 
Boston. Some of his poems are greatly admired edgar a. poe. 




382 



LITERATURE AND ART IN THE UNITED STATES. 



Lowell. 




RALPH WALDO EMERSON. 



Cooper and 
Hawthorne. 



JAMES FENIMORE COOPER. 



by literary readers ; they can hardly 
be called popular. He is more 
widely known by his essays as a 
profound thinker and a writer 
of genius and poetic inspiration. 
His essays on " The Conduct of 
Life" are filled with wise and 
wholesome suggestions. 

James Russell Lowell was 
born in 1819. He is best 
known to general readers by his 
poems in the New England dialect, 
called the " Biglow Papers." He is 
also a great critic and essayist. 

Two American writers of fiction in the period before 
the civil war attained a world-wide fame. James Feni- 
more Cooper was born in New Jersey in 1783. His nov- 
els are mostly stories full of action and adventure. The 
most famous are those known as " The Leather-Stocking 
Tales." A very different writer is Nathaniel 
Hawthorne, who was a rare genius, and wrote 
stories of a weird and subtile kind. Of these, 
" The Scarlet Letter" and "The House of the 
Seven Gables" are general favorites. 

Our most famous historians are George 
Bancroft, whose greatest work was the 
" History of the United States " ; John 
'^ Lothrop Motley, who wrote of the 
/; Dutch Republic; William H. Prescott, 
'^^'1' who has told of the Spanish discover- 
ers ; and Francis Parkman, the historian of 
France in the New World. 





LITERATURE AND ART IN THE UNITED STATES. ogo 

It is yet too soon to speak personally of the 
writers who have risen in this country since the 
cival war. They differ from those who came be- 
fore them, as American life differs from the life 
before the war: i. The writers of this later 
period are not chiefly a group ot men about 
New York or Boston. Every great natural 
division of the country is represented in the nathaniel mawthorne 
present school of writers. 2. They are not chiefly poets 
and essayists, like Longfellow and Emerson, Poe and L-terature since 

■' ^ the civil war. 

Irving. Our present group of authors give themselves 
mainly to prose fiction and to humoristic writing. 
3. They are remarkable for the zeal and faithfulness 
with which they study our own life. The manners and 
feelings of the American people in city and country 
are described with fullness, and the dialect of every 
region of the United States is reproduced in the pages 
of our later authors. 

American art had its rise in a group of portrait-paint- American art. 
ers, of whom Gilbert Stuart was the chief. The condi- 
tions of our life were formerly unfavorable to the pro- 
duction of a great school of painters and sculptors, but 
there has been a large advance in late years, and some 
very notable work has been done in several departments 
of art. In the matter of book and magazine illustrations 
some of our artists have taken a very high rank. 



What was the character of our literature before the present century ? Questions for 
What great writer in the last century left literary work of permanent study, 
value? What writers on political subjects produced important works ? 
Why were there no great writers in the pioneer period of the country ? 

What is Washington Irving sometimes called ? What was his first 
important work } What is his most famous book ? What tales are men- 



384 



LITERATURE AND ART IN THE UNITED STATES. 



Study by topics. 



tioned as having appeared in the " Sketch-Book " ? What biography 
written by Irving is still a standard work ? Who was the first 

American that became widely known as a poet ? How old was he when 
he wrote his best poem ? Who is spoken of as the most widely 

celebrated of our poets ? Mention the two best known of his short pieces. 
What kind of a poem is Hiawatha ? What is the story of Evangeline 
founded on .'' What is Whittier sometimes called .'' What is the 

character of his poems? Which one is mentioned in particular? Of 
what is " Snow-Bound " a description ? What kind of poetry has 

Holmes written ? What two poems of his are mentioned ? What is 
thought of his " Autocrat of the Breakfast-Table " ? Is the " Autocrat " 
in prose or verse ? Where was Poe born ? What is said of his 

poetry ? By what is he most widely known ? What is said of him as a 
thinker and writer ? By what is Lowell best known to general 

readers ? In what other departments of authorship is he great ? 
What two very famous writers of fiction lived in the period before the 
civil war ? Were Cooper and Hawthorne alike in their writings ? What 
kind of novels did Cooper write ? Which are the most famous of his 
novels ? What kind of stories did Hawthorne write ? What two are 
mentioned ? What four famous American historical writers are 

named ? What is the first particular in which the writers since the 

civil war differ from those whose fame was made before ? To what kinds 
of writing do our present writers usually give themselves ? For what are 
they remarkable ? In what did American art have its rise ? What 

is said of American art ? What of book and magazine illustration in this 
country ? 

I. The lack of literature before the present century. 
II. Some of the older writers. 

I. Irving. 2. Br>-ant. 3. Longfellow. 4. Whittier. 5. Holmes. 
6. Poe. 7. Emerson. 8. Lowell. 9. Cooper. 10. Haw- 
thorne. II. Historians. 

III. The new school of writers. 

1. Their representative character. 

2. Their devotion to fictitious and humorous literature. 

3. Their attention to details of manners and speech. 

IV. American art. 



Books. 



The best way to study literature is in the literature itself. If the teacher can per- 
suade the pupil to read some of the works mentioned in this chapter, and to seek for 
the charm there is in them, it will tend to develop a taste for good literature, and 
education can render no higher service than this. For literature of the colonial 
period, Tyler's " History of American Literature." For literature of the period 
since the Revolution, Richcirdson's " History of American Literature." 



EIGHTH REVIEW. — FINAL CHAPTERS. 



385 



EIGHTH REVIEW.— FINAL CHAPTERS. 



Results of the war. 

(LVIII.) 



Johnson's administra- 
tion. (LVIII.) 

Grant's administration. 
(LVIII.) 

The election of 1876. 
(LVIII.) 

Garfield and Arthur. 

(LVIII.) 

Cleveland's presidency. 
(LVIII.) 

Harrison's Presidency. 



Questions of the right of a State to secede set- 
tled. 

Slavery abolished. 

The existence of but one great power in North 
America settled. 

Andrew Johnson President. 
Question of negro suffrage. 
Johnson impeached. 
Grant elected, 1868. 
Reconstruction of the South. 
Grant re-elected, 1872. 

The disputed election. 
Settled in favor of Hayes. 

Garfield elected, 1880. 
Garfield killed, 1881. 
Arthur President. 

Cleveland elected, 1884. 
Revival of tariff questions. 

Election of 1888. 

The tariff debate continued. 



The purchase of Rus- i Review of the first five additions of territory, 
sian territory. (LIX.) ) The purchase of Alaska, 1867. 



New States since the 
civil war. (LIX.) 



Later Indian wars. 

(LIX.) 

Population and wealth. 
(LX.) 



West Virginia, 1863. 

Nevada, 1864. 

Nebraska, 1867. 

Colorado, 1876. 

North Dakota, South Dakota, Montana, and 

Washington, 1889. 
Idaho and Wyoming, 1890. 

Indian war in Minnesota, 1862. 
Custer's winter campaign, 1868. 
Death of Custer, 1876. 
Present prospects of the Indians. 

Increase of population since 1790. 
Sources and increase of wealth. 



386 



EIGHTH REVIEW. — FINAL CHAPTERS. 



Inventions. 



New modes of life. 



Literature. 



[" Early American inventions. 
The cotton-gin and its effects. 
(LX.) ^ Other agricultural machines. 
Sewing-machines. 
Telegraph, telephone, and phonograph. 

j Changes made by new inventions. 
(LX.) ( The factory system. 

The first two centuries. 
Irving. 

The group of poets : Bryant, Longfellow, 
Whittier, Holmes, and Poe. 
(LXI.) ■{ Emerson, essayist and poet. 

Lowell, poet, critic, and essayist. 

Two great novelists : Cooper and Hawthorne. 

Historians. 

Later writers. 



CONSTITUTION OF 
THE UNITED STATES OF AMERICA. 



For an account of the modes of govern- 
ment in the colonies, see Chapter XXV. 
For an account of the Articles of Con- 
federation adopted during the Revolu- 
tion, and for the adoption and ratifica- 
tion of the present Constitution, see Chap- 
ter XXXIII. The three departments 
into which the government is divided 
are described on page igg. 



We, the people of the United 
States, in order to form a more per- 
fect union, establish justice, insure 
domestic tranquillity, provide for the 
common defense, promote the gen- 
eral welfare, and secure the bless- 
ings of liberty to ourselves and our 
posterity, do ordain and establish 
this Constitution for the United 
States of America. 



Reasons for 
adopting. 



Article I. 

Section I. — i. All legislative powers herein granted shall be vested The Legislative 
in a Congress of the United States, which shall consist of a Senate and department. 
House of Representatives. 

Section II. — i. The House of Representatives shall be composed The House of 
of members chosen every second year by the people of the several States ; Representatives, 
and the electors in each State shall have the qualifications requisite for 

electors of the most numerous 
branch of the State legislature. 

2. No person shall be a Repre- 
sentative who shall not have attained 
to the age of twenty-five years, and 
been seven years a citizen of the 
United States, and who shall not, 
when elected, be an inhabitant of 
that State in which he shall be 
chosen. 

3. Representatives and direct Apportionment, 
taxes shall be apportioned among 
the several States which may be in- 
cluded within this Union, according 
to their respective numbers, which 
shall be determined by adding to 
the whole number of free persons, 
including those bound to service for 



This clause was adopted when slavery 
existed. The words slave and slavery 
nowhere occur in the original Constitu- 
tion, but the effect of this article was to 
cause the slaves to be counted at three 
fifths their actual number in dividing the 
members of the House of Representatives 
among the States, and to distribute direct 
taxes in the same proportion. The sec- 
ond clause of the fourteenth article of 
Amendments changes this basis in conse- 
quence of the abolition of slavery. Taxes 
collected on imports, and on the manu- 
facture and sale of liquors, tobacco, and 
other articles, and on incomes, are called 
indirect taxes ; but ta.\es collected from 
property according to value and from 
" polls " — that is, from people according 
to number — are " direct " taxes. Direct 
taxes have rarely been levied by the Fed- 
eral Government. 



26 



388 



CONSTITUTION OF THE UNITED STATES. 



Officers. 
Impeachment. 

The Senate. 



Senators in 
their classes. 



a term of years, and excluding Indians not taxed, three fifths of all other 
persons. The actual enumeration shall be made within three years after 
the first meeting of the Congress of the United States, and within every 
subsequent term of ten years, in such manner as they shall by law direct. 
The number of Representatives shall not exceed one for every thirty 
thousand, but each State shall have at least one Representative ; and 
until such enumeration shall be made, the State of New Hampshire shall 
be entitled to choose three ; Massachusetts, eight ; Rhode Island and 
Providence Plantations, one ; Connecticut, five ; New York, six ; New Jer- 
sey, four ; Pennsylvania, eight ; Delaware, one ; Maryland, six ; Virginia, 
ten ; North Carolina, five ; South Carolina, five ; and Georgia, three. 

4. When vacancies happen in the representation from any State, the 
executive authority thereof shall issue writs of election to fill such va- 
cancies. 

5. The House of Representatives shall choose their Speaker and 
other officers, and shall have the sole power of impeachment. 

Section III. — i. The Senate of the United States shall be composed 
of two Senators from each State, 
chosen by the legislature thereof, 
for six years; and each Senator 
shall have one vote. 

2. Immediately after they shall 
be assembled in consequence of the 
first election, they shall be divided, 
as equally as may be, into three 
classes : the seats of the Senators 
of the first class shall be vacated at 
the expiration of the second year, 
of the second class at the expiration 
of the fourth year, and of the third 
class at the expiration of the sixth 
year, so that one third may be 
chosen every second year; and if 
vacancies happen, by resignation or 
otherwise, during the recess of the 
legislature of any State, the Execu- 
tive thereof may make temporary 

appointments until the next meeting of the legislature, which shall then 
fill such vacancies. 

3 No person shall be a Senator who shall not have attained to the 
age of thirty years, and been nine years a citizen of the United States, 
and who shall not, when elected, be an inhabitant of that State for which 
he shall be chosen. 



Congress. — Observe the difference 
between the Senate and the House of 
Representatives. There are a great many 
more members in the " House " than in 
the Senate. Each State, large or small, 
sends two Senators, so that there are 
twice as many Senators as States. But 
the number of Representatives sent from 
a State depends on the population of the 
State. The smallest State is entitled to 
one member of the House and to two 
Senators. The largest State sends but 
two Senators, but it sends a great number 
of Representatives. The Representatives 
hold office for one Congress— that is, for 
two years. But only one third of the 
Senators go out at the end of each Con- 
gress. The Senators are chosen by the 
legislatures of the several States, and rep- 
resent the States. The Representatives 
are chosen by the people in the several 
"districts" of each State. 



CONSTITUTION OF THE UNITED STATES. 



389 



Impeachment. — This is a mode of 
trial of a public officer charged with 
wrong-doing. In such cases the House 
of Representatives must first pass a bill 
of impeachment. The Senate then sits 
as a court to try the offender. If a Presi- 
dent is on trial, the Chief-Justice must 
preside over the Senate. Unless two 
thirds of the Senators vote to find the 
accused guilty, he is acquitted. (See the 
impeachment of President Johnson, page 
360.) 



4. The Vice-President of the United States shall be President of the The vice- 
Senate, but shall have no vote, unless they be equally divided. President. 

5. The Senate shall choose their other officers, and also a president other officers. 
pro tempore, in the absence of the Vice-President, or when he shall exer- 
cise the office of President of the United States. 

6. The Senate shall have the impeachments, 
sole power to try all impeachments. 
When sitting for that purpose, they 
shall be on oath or affirmation. 
When the President of the United 
States is tried, the Chief-Justice shall 
preside ; and no person shall be con- 
victed without the concurrence of 
two thirds of the members present. 

7. Judgment in cases of im- 
peachment shall not extend further 
than to removal from office, and 

disqualification to hold and enjoy any office of honor, trust, or profit 
under the United States ; but the party convicted shall nevertheless be 
liable and subject to indictment, trial, judgment, and punishment, ac- 
cording to law. 

Section IV. — i. The times, places, and manner of holding elections Congressional 
for Senators and Representatives shall be prescribed in each State by the ^■^'^t'o"^. 
legislature thereof ; but the Congress may, at any time, by law, make or 
alter such regulations except as to the places of choosing Senators. 

2. The Congress shall assemble at least once in every year, and such Meeting of 
meeting shall be on the first Monday in December, unless they shall by c°"g''^ss- 
law appoint a different day. 

Section V. — i. Each House shall be the judge of the elections, re- Rules of 
turns, and qualifications of its own members, and a majority of each shall P''°«:e'i"''e. 
constitute a quorum to do business ; but a smaller number may adjourn 
from day to day, and may be authorized to compel the attendance of ab- 
sent members in such manner and under such penalties as each House' 
may provide. 

2. Each House may determine the rules of its proceedings, punish its 
members for disorderly behavior, and, with the concurrence of two 
thirds, expel a member. 

3. Each House shall keep a journal of its proceedings, and from time journal, 
to time publish the same, excepting such parts as may in their judg- 
ment require secrecy ; and the yeas and nays of the members of either 
House on any question shall, at the desire of one fifth of those present, be 
entered on the journal. 

4. Neither House, during the session of Congress, shall, without the Adjournment- 



390 



CONS'lITUTION OF THE UNITED STATES. 



eto 



consent of the other, adjourn for more than three days, nor to any other 
place than that in which the two Houses shall be sitting, 
ay and SECTION VI. — I. The Senators and Representatives shall receive a 

riviieges and compensation for their services, to be ascertained by law, and paid out of 

■•strictions. , r l tt ■ l o --i^l in- n 

the treasury of the United States. 1 hey shall, m all cases except treason, 
felony, and breach of the peace, be privileged from arrest during their 
attendance at the session of their respective Houses, and in going to and 
returning from the same ; and for any speech or debate in either House, 
they shall not be questioned in any other place. 

2. No Senator or Representative shall, during the time for which he 
was elected, be appointed to any civil office under the authority of the 
United States, which shall have been created, or the emoluments whereof 
shall have been increased during such time ; and no person holding any 
office under the United States shall be a member of either House during 
his continuance in office. 

[evenue bills. SECTION VII. — I. All bills for raising revenue shall originate in the 

House of Representatives ; but the Senate may propose or concur with 
amendments as on other bills. 

he Presidents 2. Every bill which shall have passed the House of Representatives 

and the Senate shall, before it become a law, be presented to the 
President of the United States ; if 
he approve he shall sign it, but if 
not he shall return it, with his ob- 
jections, to that House in which it 
shall have originated, who shall enter 
the objections at large on their jour- 
nal, and proceed to reconsider it. 
If, after such reconsideration, two 
thirds of that House shall agree to 
pass the bill, it shall be sent, together 
with the objections, to the other 
House, by which it shall likewise be 
reconsidered, and if approved by 

two thirds of that House, it shall become a law. But in all such cases 
the votes of both Houses shall be determined by yeas and nays, and the 
names of the persons voting for and against the bill shall be entered 
on the journal of each House respectively. If any bill shall not be 
returned by the President within ten days (Sundays excepted) after it 
shall have been presented to him, the same shall be a law, in like manner 
as if he had signed it, unless the Congress by their adjournment prevent 
its return, in which case it shall not be a law. 

3. Every order, resolution, or vote to which the concurrence of the 
Senate and the House of Representatives may be necessary (except on a 



The President's Veto.— When a bill 
has passed one branch of Congress it is 
sent to the other. If it passes both 
branches, it goes to the President. If the 
President signs it, it becomes a law. If 
the President sends a message to Con- 
gress refusing to sign it, this is called a 
veto. When the President vetoes a bill, 
it is again put to vote in both branches 
of Congress ; and if two thirds of each 
branch vote for it, the bill becomes a law 
without the President's approval. This 
is called passing a bill over the veto. 



CONSTITUTION OF THE UNITED STATES. 



391 



question of adjournment) shall be presented to the President of the 
United States ; and before the same shall take effect, shall be approved 
by him, or being disapproved by him, shall be repassed by two thirds of 
the Senate and House of Representatives, according to the rules and 
limitations prescribed in the case of a bill. 

Section VIII. — The Congress shall have power— Powers of 

1. To lay and collect taxes, duties, imposts, and excises, to pay the °ne''ess. 
debts, and provide for the common defense and general welfare of the 

United States ; but all duties, imposts, and excises shall be uniform 
throughout the United States ; 

2. To borrow money on the credit of the United States ; 

3. To regulate commerce with foreign nations, and among the sev- 
eral States, and with the Indian tribes ; 

4. To establish a uniform rule of naturalization, and uniform laws on 
the subject of bankruptcies throughout the United States ; 

5. To coin money, regulate the value thereof and of foreign coin, 
and fix the standard of weights and measures ; . 

6. To provide for the punishment of counterfeiting the securities and 
current coin of the United States ; 

7. To establish post-offices and post-roads ; 

8. To promote the progress of science and useful arts, by securing 
for limited times to authors and inventors the exclusive right to their 
respective writings and discoveries ; 

9. To constitute tribunals inferior to the Supreme Court ; 

10. To define and punish piracies and felonies committed on the high 

seas, and offenses against the law 
of nations ; 

II. To declare war, grant letters 
of marque and reprisal, and make 
rules concerning captures on land 
and water ; 



" Letters of marque and reprisal " are 
papers authorizing a ship owned by pri- 
vate citizens to attack the ships of an- 
other nation. These ships are called 
privateers. 



12. To raise and support armies; but no appropriation of money to 
that use shall be for a longer term than two years ; 

13. To provide and maintain a navy ; 

14. To make rules for the government and regulation of the land and 
naval forces ; 

15. To provide for calling forth the militia to execute the laws of the 
Union, suppress insurrections, and repel invasions ; 

16. To provide for organizing, arming, and disciplining the militia, and 
for governing such part of them as may be employed in the service of the 
United States, reserving to thC~States respectively the appointment of the 
officers and the authority of training the militia according to the discipline 
prescribed by Congress ; 



392 



CONSTITUTION OF THE UNITED STATES. 



Acts forbidden 
to the United 
States. 



17. To exercise exclusive legislation in all cases whatsoever over such 
district (not exceeding ten miles square) as may, by cession of particular 
States and the acceptance of Congress, become the seat of the govern- 
ment of the United States, and to exercise like authority over all places 
purchased by the consent of the legislature of the State in which the same 
shall be, for the erection of forts, magazines, arsenals, dock-yards, and 
other needful buildings; and, 

18. To make all laws which shall be necessary and proper for carry- 
ing into execution the foregoing powers, and all other powers vested by 
this Constitution in the government of the United States, or in any de- 
partment or officer thereof. 

Section IX. — i. The migration or importation of such persons as 
any of the States now existing shall think proper to admit, shall not be 
prohibited by the Congress prior to 
the year one thousand eight hun- 
dred and eight, but a tax or duty 
may be imposed on such importa- 
tion, not exceeding ten dollars for 
each perso,n. 

2. The privilege of the writ of 
habeas corpus shall not be sus- 
pended, unless when in cases of re- 
bellion or invasion the public safety 
may require it. 

3. No bill of attainder or ex post 
facto law shall be passed. 

4. No capitation or other direct 
tax shall be laid, unless in propor- 
tion to the census or enumeration 
hereinbefore directed to be taken. 

5. No tax or duty shall be laid 
on articles exported from any State. 
No preference shall be given by any 
regulation of commerce or revenue 
to the ports of one State over those 
of another ; nor shall vessels bound 
to, or from, one State, be obliged to 
enter, clear, or pay duties in another. 

6. No money shall be drawn 

from the treasury, but in consequence '^f appropriations made by law ; 
and a regular statement and account "l^ iie receipts and expenditures 
of all public money shall be published from time to time. 

7. No title of nobility shall be granted by the United States ; and no 



It was thought necessary, in order to 
secure the adoption of the Constitution, 
to forbid Congress to pass any law against 
the slave-trade for more than twenty 
years from the adoption of the Constitu- 
tion in convention (September, 1787). 
Though the" slave-trade is not mentioned 
by name, the first clause of Section IX of 
Article I left the slave-trade open until 
1808. When the Constitution was adopt- 
ed no other country had yet forbidden 
the slave-trade, but the importation of 
slaves had been forbidden in all the 
American States, except North Carolina, 
South Carolina, and Georgia. On the 
very day the limitation expired, January 
I, 1808, a law previously passed went into 
force against the importation of slaves. 

The writ of habeas corpus is a writ or 
document commanding a sheriff or other 
officer to bring into court any person held 
in confinement, or detained in any way, 
that the court may inquire whether he is 
unlawfully deprived of his liberty. 

A bill of attainder was an act of Parlia- 
ment or other legislative body condemn- 
ing a person to death without judicial 
trial. An ex post facto law is one that 
makes an offense criminal that was not 
criminal at the time it was committed. 



CONSTITUTION OF THE UNITED STATES. 



393 



to the States. 



person holding any office of profit or trust under them shall, without the 
consent of Congress, accept of any present, emolument, office, or title, of 
any kind whatever, from any king, prince, or foreign state. 

Section X. — i. No State shall enter into any treaty, alliance, or con- Acts forbidden 
federation ; grant letters of marque and reprisal ; coin money ; emit bills 

of credit ; make anything but gold 
and silver coin a tender in payment 
of debts ; pass any bill of attainder, 
ex post facto law, or law impairing 
the obligation of contracts, or grant 
any title of nobility. 

2. No State shall, without the 
consent of the Congress, lay any 
imposts or duties on imports or ex- 
ports, except what may be abso- 
lutely necessary for executing its inspection laws ; and the net produce of 
all duties and imposts laid by any State on imports or exports shall be for 
the use of the treasury of the United States ; and all such laws shall be 
subject to the revision and control of the Congress. No State shall, 
without the consent of Congress, lay any duty of tonnage, keep troops or 
ships of war in time of peace, enter into any agreement or compact with 
another State or with a foreign power, or engage in war, unless actually 
invaded, or in such imminent danger as will not admit of delay. 



"Bills of credit" was the common 
name for the paper money issued by the 
several colonies and made a legal tender 
for debts. This paper currency had 
brought great disaster to the business in- 
terests of the colonies, and the bills of 
credit issued by Congress during the 
Revolution, and known as continental 
money, had become almost worthless. 



Article II. 
Section I. — i. The executive power shall be vested in a President of The Executive 
the United States of America. He shall hold his office during the term Department, 
of four years, and, together with the Vice-President, chosen for the same 
term, be elected as follows : 

2. Each State shall appoint, in such manner as the legislature thereof presidential 

may direct, a number of electors, electors, 
equal to the whole number of Sen- 
ators and Representatives to which 
the State may be entitled in Con- 
gress. But no Senator, or Repre- 
sentative, or person holding an office 
of trust or profit under the United 
States shall be appointed an elector. 

3. [Superseded by Article XII 
of Amendments.] 

4. The Congress may determine Election day. 
the time of choosing the electors, and the day on which they shall give 

their votes, which day shall be the same throughout the United States. 



Election of President. — The clause 
No. 3 in the first section of Article II has 
been superseded by Article XII of the 
Amendments to the Constitution. (See 
that article, which was adopted in conse- 
quence of the trouble arising out of the 
tie-vote between Jefferson and Burr in 
1804.) The change, and the reasons for 
it, are explained on pages 226, 227, and 



394 



CONSTITUTION OF THE UNITED STATES. 



nd Vice- 
resident. 



he President 5. No person, exccpt a natural-born citizen, or a citizen of the United 

States at the time of the adoption of this Constitution, shall be eligible to 
the office of President ; neither shall any person be eligible to that office 
who shall not have attained to the age of thirty-five years, and been four- 
teen years a resident within the United States. 

6. In case of the removal of the President from office, or of his death, 
resignation, or inability to discharge the powers and duties of said office, 
the same shall devolve on the Vice-President ; and the Congress may by 
law provide for the case of removal, death, resignation, or inability, both 
of the President and Vice-President, declaring what officer shall then act 
as President, and such officer shall act accordingly, until the disabiUty be 
removed or a President shall be 



The compensation of the President was 
twenty-five thousand dollars per annum 
until 1873, when it was made fifty thou- 
sand. 



owers. 



elected. 

7. The President shall, at stated 
times, receive for his services a com- 
pensation, which shall neither be in- 
creased nor diminished during the 

period for which he shall have been elected, and he shall not receive within 
that period any other emolument from the United States, or any of them. 

8. Before he enter on the execution of his office, he shall take the fol- 
lowing oath or affirmation : 

" I do solemnly swear (or affirm) that I will faithfully execute the office 
of President of the United States, and will, to the best of my ability, pre- 
serve, protect, and defend the Constitution of the United States." 
he President's SECTION II. — I. The President shall be commander-in-chief of the 

army and navy of the United States, and of the militia of the several States 
when called into the actual service of the United States ; he may require 
the opinion, in writing, of the principal officer in each of the executive de- 
partments, upon any subject relating to the duties of their respective 
offices, and he shall have power to grant reprieves and pardons for 
offenses against the United States, except in cases of impeachment. 

2. He shall have power, by and with the advice and consent of the Sen- 
ate, to make treaties, provided two thirds of the Senators present concur; 
and he shall nominate, and by and with the advice and consent of the 
Senate, shall appoint Ambassadors, other public Ministers and Consuls, 
Judges of the Supreme Court, and all other officers of the United States, 
whose appointments are not herein otherwise provided for, and which 
shall be established by law ; but the Congress may by law vest the ap- 
pointment of such inferior officers as they think proper in the President 
alone, in the courts of law, or in the heads of departments. 

3. The President shall have power to fill up all vacancies that may 
happen during the recess of the Senate, by granting commissions which 
shall expire at the end of their next session. 



CONSTITUTION OF THE UNITED STATES. 



395 



Section III. — He shall, from time to time, give to the Congress in- 
formation of the state of the Union, and recommend to their considera- 
tion such measures as he shall judge necessar}' and expedient ; he may, on 
extraordinary occasions, convene bo.th Houses, or either of them ; and in 
case of disagreement between them with respect to the time of adjourn- 
ment, he may adjourn them to such time as he shall think proper ; he 
shall receive ambassadors and other public ministers ; he shall take care 
that the laws be faithfully executed, and shall commission all the ofificers 
of the United States. 

Section IV. — ^The President, Vice-President, and all civil officers of impeachment, 
the United States, shall be removed from office on impeachment for, and 
conviction of, treason, bribery, or other high crimes and misdemeanors. 

Article III. 

Section I. — The judicial power of the United States shall be vested The judicial 
in one Supreme Court, and in such inferior courts as the Congress may E)epartment. 

from time to time ordain and estab- 
lish. The judges, both of the Su- 
preme and inferior courts, shall hold 
their offices during good behavior, 
and shall, at stated times, receive for 
their services a compensation, which 
shall not be diminished during their 
continuance in office. 

Section II.— I. The judicial Jurisdiction 

power shall extend to all cases, in °^ courts, 
law and equity, arising under this 
Constitution, the laws of the United 
States, and treaties made, or which 
shall be made, under their author- 
ity ; to all cases affecting ambas- 
sadors, other public ministers, and 
consuls ; to all cases of admiralty 
and maritime jurisdiction ; to con- 
troversies to which the United States shall be a party ; to controversies 
between two or more States ; between a State and citizens of another 
State ; between citizens of different States ; between citizens of the same 
State claiming lands under grants of different States, and between a State, 
or the citizens thereof, and foreign states, citizens, or subjects. 

2. In all cases affecting ambassadors, other public ministers and con- 
suls, and those in which a State shall be a party, the Supreme Court 
shall have original jurisdiction. In all the other cases before mentioned, 
the Supreme Court shall have appellate jurisdiction, both as to law and 



The third department of the govern- 
ment is the judicial. It is the crowning 
g\ory of this Constitution that this de- 
partment is made independent of the 
other departments of the government. 
The President, it is true, appoin,ts the 
judges, with the consent of the Senate, 
but once appointed a judge can not be re- 
moved except for crime or misdemeanor, 
and that by impeachment of the House 
of Representatives and trial by the Sen- 
ate, in which jase a vote of two thirds of 
the Senators is necessary to a verdict of 
guilty. The compensation of the judges 
is fixed by Congress, but the compensa- 
tion of any judge can not be diminished 
during his continuance in office. The 
judges are in this way rendered as free as 
possible from the influence of the Presi- 
dent and Congress. 



396 



CONSTITUTION OF THE UNITED STATES. 



fact, with such exceptions and under such regulations as the Congress 
shall make. 

3. The trial of all crimes, except in cases of impeachment, shall be by 
jury ; and such trial shall be held in the State where the said crimes shall 
have been committed ; but when not committed within any State, the trial 
shall be at such place or places as the Congress may by law have directed. 

Section III. — i. Treason against the United States shall consist 
only in levying war against them, or in adhering to their enemies, giving 
them aid and comfort. No person shall be convicted of treason unless 
on the testimony of two witnesses 
to the same overt act, or on confes- 
sion in open court. 

2. The Congress shall have 
power to declare the punishment of 
treason, but no attainder of treason 
shall work corruption of blood, or 
forfeiture, except during the life of 
the person attainted. 



Article IV. 

Section I. — Full faith and 
credit shall be given in each State 
to the public acts, records, and ju- 
dicial proceedings of every other 
State. And the Congress may by 
general laws prescribe the manner 
in which such acts, records, and 
proceedings shall be proved, and 
the effect thereof. 

Section II. — i. The citizens of 
each State shall be entitled to all 
privileges and immunities of citizens 
in the several States. 

2. A person charged in any State 
with treason, felony, or other crime, 
who shall flee from justice, and be 
found in another State, shall, on 
demand of the executive authority 
of the State from which he fled, be 
delivered up, to be removed to the 
State having jurisdiction of the 
crime. 

3. No person held to service or 



Treason. — Trials for treason had been 
a means of oppression under European 
governments, for many acts were con- 
strued to be treasonable. This section 
was made in the interest of liberty. It 
limits treason to the levying of war 
against the country by a citizen, and to 
adhering to the enemies of the country 
or giving them aid and comfort. The 
punishment of treason under English law 
had extended even to the children of the 
traitor, whose blood was said to be cor- 
rupted, so that they could not claim any 
inheritance coming through the man con- 
victed of treason. This section of the 
Constitution limits the punishment of 
treason to the guilty person. 

Fugitives from Service. — At the 
time the Constitution was adopted theie 
were three classes of people " held to 
service or labor" in the States. Most 
young persons learning mechanical trades 
were bound to serve for a long appren- 
ticeship, and orphans and other poor 
children were often " bound out " until 
they should be of age. Besides these 
young apprentices there were white bond- 
servants called redemptioners, who had 
been sold into service, usually for four 
years, to pay for their passage from Eu- 
rope. The third and most important class 
were the African slaves. The agitation 
over the return of runaway slaves was one 
of the causes of the civil war. Long before 
the Constitution was a hundred years old, 
the system of bound apprentices had been 
pretty much given up, the class of re- 
demptioners had disappeared, and slavery 
had been abolished. This clause remains 
a relic of a state of society unknown to 
the rising generation. (See Chapters 
XVIII and XLVIII.) 



CONSTITUTION OF THE UNITED STATES. 



397 



labor in one State, under the laws thereof, escaping into another, shall, in 
consequence of any law or regluation therein, be discharged from such 
service or labor, but shall be delivered up on claim of the party to whom 
such service or labor may be due. 

Section III. — i. New States may be admitted by the Congress into New states, 
this Union ; but no new State shall be formed or erected within the juris- 
diction of any other State ; nor any State be formed by the junction of 
two or more States, or parts of States, without the consent of the legisla- 
tures of the States concerned as well as of the Congress. 

2. The Congress shall have power to dispose of and make all need- 
ful rules and regulations respecting the territory or other property belong- 
ing to the United States ; and nothing in this Constitution shall be so 
construed as to prejudice any claims of the United States or of any par- 
ticular State. 

Section IV. — The United States shall guarantee to every State in this 
Union a republican form of government, and shall protect each of 
them against invasion ; and, on application of the legislature, or of the 
Executive (when the legislature can not be convened) against domestic 
violence. 

Article V. 



Congress and 
the States. 



Amendment of 
the Constitution. 



The Congress, whenever two thirds of both Houses shall deem it 
necessary, shall propose amendments to this Constitution ; or, on the 
application of the legislatures of two thirds of the several States, shall call 
a convention for proposing amendments, which, in either case, shall be 
valid to all intents and purposes as part of this Constitution, when rati- 
fied by the legislatures of three fourths of the several States, or by con- 
ventions m three fourths thereof, as the one or the other mode of ratifica- 
tion may be proposed by the Congress ; provided, that no amendment 
which may be made prior to the year one thousand eight hundred and 
eight shall in any manner affect the first and fourth clauses in the ninth 
section of the first article ; and that no State, without its consent, shall 
be deprived of its equal suffrage in the Senate. 

Article VI. 

1. All debts contracted and engagements entered into, before the Supremacy of 
adoption of this Constitution, shall be as valid against the United States ^^^ present 

,,.^ .. ,i^fi . Constitution. 

under this Constitution as under the Confederation. 

2. This Constitution, and the laws of the United States which shall 
be made in pursuance thereof, and all treaties made, or which shall be 
made, under the authority of the United States, shall be the supreme law 
of the land ; and the judges in every State shall be bound thereby, any- 
thing in the Constitution or laws of any State to the contrary notwith- 
standing. 



398 



CONSTITUTION OF THE UNITED STATES. 



No religious 3. The Senators and Representatives before mentioned, and the 

*^^*- members of the several State legislatures, and all executive and judicial 

officers, both of the United States and of the several States, shall be 
bound by oath or affirmation to support this Constitution ; but no re- 
ligious test shall ever be required as a qualification to any office or public 
trust under the United States 

Article VII. 

Ratification. The ratification of the conventions of nine States shall be sufficient 

for the establishment of this Constitution between the States so ratifying 
the same. 



AMENDMENTS. 

Article I. 

Liberties. Congress shall make no law respecting an establishment of religion, 

or prohibiting the free exercise thereof; or abridging the freedom of 
speech or of the press ; or the right of the people peaceably to assemble, 
and to petition the government for a redress of grievances. 

Article II. 

Bearing arms. A well-regulated militia being necessary to the security of a free 

state, the right of the people to keep and bear arms shall not be in- 
fringed. 

Article III. 

Quartering No soldier shall, in time of peace, be quartered in any house without 

soldiers. |.j^g consent of the owner nor in time of war but in a manner to be pre- 

scribed by law. 

Article IV. 

Search- The right of the people to be secure in their persons, houses, papers. 

warrants. g^j^^j effects, against unreasonable searches and seizures, shall not be 

violated, and no warrants shall issue but upon probable cause, support- 
ed by oath or affirmation, and particularly describing the place to be 
searched, and the persons or things to be seized. 

Article V. 

Trial for crime. No person shall be held to answer for a capital, or otherwise infamous 

crime, unless on a presentment or indictment of a grand jury, except in 
cases arising in the land or naval forces, or in the militia, when in actual 
service in time of war or public danger ; nor shall any person be subject 
for the same offense to be twice put in jeopardy of life or limb ; nor shall 



CONSTITUTION OF THE UNITED STATES. 



399 



be compelled in any criminal case to be a witness against himself, nor be 
deprived of life, liberty, or property, without due process of law ; nor 
shall private property be taken for public use without just compensation. 

Article VI. 

In all criminal prosecutions, the accused shall enjoy the right to a Rights of the 
speedy and public trial, by an impartial jury of the State and district a'=<=used. 
wherein the crime shall have been committed, which district .shall have 
been previously ascertained by law, and to be informed of the nature and 
cause of the accusation ; to be confronted with the witnesses against him ; 
to have compulsory process for obtaining witnesses in his favor ; and to 
have the assistance of counsel for his defense. 

Article VII. 

In suits at common law, where the value in controversy shall exceed Civil suits, 
twenty dollars, the right of trial by jury shall be preserved, and no fact 
tried by a jury shall be otherwise re-examined in any court of the United 
States than according to the rules of the common law. 

Article VIII. 

Excessive bail shall not be required, nor excessive fines imposed, nor Punishments, 
cruel and unusual punishments inflicted. 

Article IX. 

The enumeration in the Constitution of certain rights shall not be Reserved rights, 
construed to deny or disparage others retained by the people. 

Article X. 

The powers not delegated to the United States by the Constitution, 
nor prohibited by it to the States, are reserved to the States respectively, 
or to the people. 

Article XI. 

The judicial power of the United States shall not be construed to ex- Suit against a 
tend to any suit, in law or equity, commenced or prosecuted against one ^^^*-^- 
of the United States by citizens of another State, or by citizens or sub- 
jects of any foreign state. 

Article XII. 

The electors shall meet in their respective States, and vote by ballot Choosing a 
for President and Vice-President, one of whom, at least, shall not be an President, 
inhabitant of the same State with themselves ; they shall name in their 
ballots the person voted for as President, and in distinct ballots the per- 



400 



CONSTITUTION OF THE UNITED STATES. 



son voted for as Vice-President, and they shall make distinct lists of all 
persons voted for as President, and of all persons voted for as Vice-Presi- 
dent, and of the number of votes for each, which lists they shall sign and 
certify, and transmit sealed to the seat of the government of the United 
States, directed to the President of the Senate ; the President of ihe Sen- 
ate shall, in presence of the Senate and House of Representatives, open 
all the certificates, and the votes shall then be counted ; the person having 
the greatest number of votes for President shall be the President, if such 
number be a majority of the whole number of electors appointed ; and if 
no person have such majority, then from the persons having the highest 
numbers, not exceeding three, on the list of those voted for as President, 
the House of Representatives shall choose immediately, by ballot, the 
President. But in choosing the President, the votes shall be taken by 
States, the representation from each State having one vote ; a quorum 
for this purpose shall consist of a member or members from two thirds of 
the States, and a majority of all the States shall be necessar}' to a choice. 
And if the House of Representatives shall not choose a President, when- 
ever the right of choice shall devolve upon them, before the fourth day of 
March next following, then the Vice-President shall act as President, as 
m the case of the death or other constitutional disability of the President. 
The person having the greatest number of votes as Vice-President shall 
be the Vice-President, if such number be a majority of the whole number 
of electors appointed ; and if no person have a majority, then from the two 
highest numbers on the list the Senate shall choose the Vice-President ; 
a quorum for the purpose shall consist of two thirds of the whole number 
of Senators, and a majority of the whole number shall be necessary to a 
choice. But no person constitutionally ineligible to the office of President 
shall be eligible to that of Vice-President of the United States. 

Article XIH. 

1. Neither slavery nor involuntary servitude, except as a punishment 
for crime, whereof the party shall 
have been duly convicted, shall exist 
within the United States, or any place 
subject to their jurisdiction. 

2. Congress shall have power to 
enforce this article by appropriate 
legislation. 

Article XIV. , 

I. All persons born or naturalized in the United States, and subject 
to the jurisdiction thereof, are citizens of the United States and of the 
State wherein they reside. No State shall make or enforce any law 



Thirteenth Amendment. — This was 
adopted in January, 1865, at the close of 
the civil war, and by this amendment 
slavery was abolished. It is the first use 
of the word in the Constitution. (See 
page 359.) 



CONSTITUTION OF THE UNITED STATES. 



401 



which shall abridge the privileges or immunities of citizens of the United 
States ; nor shall any State deprive any person of life, liberty, or property 
without due process of law, nor deny to any person within its jurisdiction 
the equal protection of ihe laws. 

2. Representatives shall be apportioned among the several States ac- Apportionment, 
cording to their respective numbers, counting the whole number of persons 

in each State, excluding Indians not taxed. But when the right to vote 
at any election for the choice of electors for President and Vice-President 
of the United States, Representatives in Congress, the executive and 
judicial officers of a State, or the members of the legislature thereof, is 
denied to any of the male inhabitants of such State, being twenty-one 
years of age, and citizens of the United States, or in any way abridged, 
except for participation in rebellion or other crime, the basis of repre- 
sentation therein shall be reduced in the proportion which the number of 
such male citizens shall bear to the whole number of male citizens twenty- 
one years of age in such State. 

3. No person shall be a Senator or Representative in Congress, or Disqualifications, 
elector of President and Vice-President, or hold any ofifice, civil or mili- 
tary, under the United States, or under any State, who, having previously 

taken an oath, as a member of Congress, or as an officer of the United 
States, or as a member of any State legislature, or as an executive or 
judicial officer of any State, to support the Constitution of the United 
States, shall have engaged in insurrection or rebeUion against the same, 
or given aid or comfort to the enemies thereof. But Congress may, by a 
vote of two thirds of each House, remove such disability. 

4. The validity of the public debt of the United States, authorized by PubUc debt, 
law, including debts incurred for payment of pensions and bounties for 

services in suppressing insurrection or rebellion, shall not be questioned. 
But neither the United States nor any State shall assume or pay any 
debt or obligation incurred in aid of insurrection or rebellion against the 
United States, or any claim for the loss or emancipation of any slave ; 
but all such debts, obligations, and claims shall be held illegal and void. 

5. The Congress shall have power to enforce, Dy appropriate legis- 
lation, the provisions of this article. 

Article XV. 

1. The right of citizens of the United States to vote shall not be de- Right to vote, 
nied or abridged by the United States, or by any State, on account of 

race, color, or previous condition of servitude. 

2. The Congress shall have power to enforce this article by appro- 
priate legislation. 



i 



INDEX. 



Abercromby, James, defeated, 136. 

Abolitionists, 292. 

Acadia, map of, 141. 

Acadians, the, expulsion of, 131 ; poem 
founded on it, 132. 

Adams, John, 203 ; elected President, 
sketch of, 221 (note), 222, 226. 

Adams, John Quincy, sketch of, 265 (note) ; 
administration and character of, 266. 

Adams, Samuel, 164 (note). 

Admiral, the great, 10. 

Admiral of New England, 22 (note). 

Agricultural machines, 376. 

Alabama, admission of, 259. 

Alabama, the, damage done by, claims and 
award, 352. 

Alaska, purchase of, 368 ; map, 372. 

Albany, 46. 

Algiers, tribute paid to, 228 ; war with, 
229. 

Alien and Sedition Laws, the, 226. 

Allen, Ethan, 169 (note 1. 

America, discovery of, by Columbus, 1-4 ; 
discoveries before him, 4 (note) ; its 
name, 8 ; supposed to be a part of Asia, 
5, 9 ; first suspected to be a separate 
continent, 10; colonies sent to, 15, 17, 
19, 20 ; beginning of free government in, 
30. See Colonies and States. 

American party, the, 298. 

Americus Vespucius, sketch of, i, 7 (note) ; 
his discovery and writings, 7 ; the conti- 
nent named for him, 8. 

Amherst, Jeffrey, capture of Louisbourg 
by, 135- 

Amidas and Barlowe, expedition of, 13. 

Amusements, in the colonies, 95 ; Dutch 
woman skating, illustration, 95. 

Anderson, Robert, 306. 

Andre, Major John, capture and execution 
of, 187. 

Andros, Sir Edmund, 158, 159. 

Annawon, 82. 



Anne, Queen, of England, 124, 
Annesley, Lord, 106. 
Antietam, battle of, 320 ; map, 322. 
Anti-Nebraska party, the, 299. 
Appomattox Court-House, Lee's surrender 

at, 348 ; map, 350. 
Argall, Samuel, Pocahontas carried away 

by, 27 ; his administration in Virginia, 

30- 

Ark, the, and the Dove, 52. 

Arkansas, admission of, 287. 

Armada, the Great, 14 (note). 

Armor, use of, 86. 

Arnold, Benedict, 186, 187. 

Art, American, 383. 

Arthur, Chester A., his administration, 362. 

Artillery, American, drawn by oxen, illus- 
tration, 189. 

Atlanta, 335 ; capture of, 345. 

Atlantic Ocean, the, called Sea of Dark- 
ness, 2. 

Avalon, 51. 

Averysboro, battle at, 347. 

Bacon, Nathaniel, 82, 157 (note), 158. 

Balboa, Vasco Nunez de, 10. 

Ballot Reform, 365. 

Baltimore, Lord, 51. 

Baltimore attacked by the British, 253. 

Baltimore clipper, the, 271. 

Bancroft, George, 382. 

Bank, the United States, 267, 268 ; attempt 

to re-establish, 277 ; attitude of parties 

regarding, 298. 
Banks, Nathaniel P., 328. 
Barbary states, the, pirates of, 228, 229 ; 

map of, 230. 
Barlowe, see Amidas. 
Barnburners, the, see Free- Soil party, the. 
Barren Hill, 182 (note). 
Bateau, a- river, illustration, 204. 
Battle above the clouds, the, 334. 
Bear-flag Republic, the, 284, 



27 



404 



INDEX. 



Beauregard, General P. G. T., 312, 315. 

Bell, John, his nomination, 302. 

Bemis Heights, battle of, 178 ; map, iSo. 

Bennington, battle of, 17S. 

Bentonville, battle of, 347. 

Berkeley, Sir William, 157. 

Bermuda Islands, the, 25. 

Biddle, Captain Nicholas, 192. 

Bimini, 116 (note). 

Blackbeard, 101 (note), 102. 

Black Kettle, 370. 

Black Snake, the, 217. 

Bladensburg, battle of, 253 ; map, 256. 

Blaine, James G., 363. 

Blockade of Southern ports, 351. 

Block-houses, SS. 

Bonaparte, Napoleon, 222, 234. 

Bonhomme Richard, the, 192. 

Bonnet, Steed, 101 (note), 102. 

Boone, Daniel, 231. 

Booth, J. W., 354. 

Boston, settlement of, 41 ; siege of, 171 ; 
map (tf, and vicinity, 174. 

Boston Massacre, the, 165. 

Boston Port Bill, the, 166. 

Boston Tea-party, the, 165. 

Bouquet, Henry, 147. 

Braddock, Edward, his expedition and de- 
feat, 129-131 ; his death, 131. 

Bragg, Braxton, 326, 327, 331, 333. 

Brandywine, battle of the, 181, 182; map, 
185. 

Breckinridge, John C., his nomination, 302 ; 
at New Market, 340. 

Brock, Sir Isaac, 242 (note). 

Brooklyn, 46. 

Brown, John, 301. 

Brown Bess, illustration, 195. 

Bryant, William C, 3S0. • 

Buchanan, James, election of, 300 ; sketch 
of, 300 (note) ; his attitude toward seces- 
sion, 306. 

Buell, Don Carlos, 315, 327. 

Buena Vista, battle of, 280 ; map, 282. 

Bull Run, battle of, 312 ; map, 317 ; sec- 
ond battle, 320. 

Bunker Hill, battle of, 169, 170; map, 174. 

Burgoyne, Sir John, 178, 179. 

Burnside, Ambrose E., 320. 

Burr, Aaron, 227 ; his conspiracy, 235 ; his 
duel with Hamilton, 215 (note). 



Bushy Run, battle of, 147. 

Cabot, John, sketch of, 8 (note) ; his voy- 
ages, 8-10, 

Cabot, Sebastian, 8 (note), 10. 

Calhoun, John C, 267, 269 ; sketch of, 268 
(note) ; his State-rights doctrine, 304. 

California, American settlers in, 283 ; an- 
nexation of, 2S4 ; its history, 284 (note 1 ; 
its admission, 287, 294 ; discovery of gold 
in, rapid settlement of, 294. 

Calvert, George and Leonard, 51. 

Cambridge, Mass., command assumed by 
Washington at, 171. 

Camden, battle of, 184 ; map, 190. 

Canada, colonization of, 116, 117 ; invasion 
of, capture of Port Royal, and attack on 
Quebec, 123, 124 ; Schuyler's expedition, 
123 ; map, 123 ; ceded to England, 139 ; 
invasion of, in 1814, 252. 

Canals, 273. 

Canoes, Indian, 75, 76. 

Cape Breton Island, fortress on, 125. 

Cape of Good Hope, discovered, i ; round- 
ed, 10. 

Capital, the national, 213, 222. 

Capital and labor, 378. 

Carolinas, the, grant of, 53 ; proposed con- 
stitution for, 54 ; map, 55 ; colonial gov- 
ernment, 151 ; Sherman's march through, 

347- 
Casco Bay, massacre at, 123. 
Cass, Lewis, 293. 
Catholics, laws against, in England, 51 ; 

emigration of, to Maryland, 51, 52. 
Cattle, raising of, in the colonies, 100. 
Cedar Creek, battle of, 342 ; map, 344. 
Census. See Population. 
Central America, filibustering exjieditions 

to, 296. 
Cerro Gordo, battle of, 284 ; map, 287. 
Chambersburg, Pa., burned, 341 ; map, 

344- 
Champlain, Samuel de, 116, 117. 
Champlain, Lake, under British control, 

178 ; battle of, 248 ; maps, 180, 249. 
Chancellorsville, 320 ; map, 322. 
Chapultepec, storming of, 285 ; map, 287. 
Charging an earthwork, illustration, 313. 
Charles I, king of England, 53, 157. 
Charles II, king of England, 53, 57, 



INDEX. 



405 



Charleston, S. C, founded, 84 ; taken by 
the British, 184 ; maps, 190, 309. 

Charter Oak, the, 159. 

Chatham, Earl of, 135. 

Chattanooga, seized by Bragg, 326, 331 ; 
battle of, 333, 334 ; map, 335. 

Chesapeake, the, defeated by the Shannon, 
248. 

Chickamauga, battle of, :iS3'i "the Rock 
of," 333 ; map, 335. 

" Chief who never Sleeps, the," 217. 

Church, Benjamin, his defeat of King Phil- 
ip, 82 ; his methods, 82 (note). 

Church and state, connection of, 200. See 
Religious Liberty. 

Churubusco, battle of, 285 ; map, 287. 

Civil war, the, causes of, see Slavery ; 
State-rights doctrine, 304, 305 ; secession, 
305, 307; the Peace Convention, 305; 
formation of the Confederate govern- 
ment, 306 ; opening of hostilities. Fort 
Sumter, 306, 307 ; effect of its fall, 307 ; 
the issue, 310 ; the border States, 310, 311 ; 
Missouri, 311 (note) ; campaign in West 
Virginia, 311 (note) ; Bull Run, 312 ; bat- 
tles in Kentucky, 312 (note) ; first West- 
ern campaign, 312-315 ; movements in 
the East — Bull Run to Gettysburg, 317- 
321 ; the Peninsula campaign, 318, 319 ; 
Emancipation Proclamation, 325, 326 ; 
naval operations, 324-326 ; fall of New 
Orleans, 226 ; fall of Vicksburg, 327, 
32S ; campaign between Nashville and 
Atlanta, 330-335 ; Grant's Eastern cam- 
paign, 337-339 ; the Valley campaign, 
340-342 ; closing operations, 345-348 ; 
Sherman's march, 346, 347 ; the sur- 
render of Lee and Johnston, 348 ; traits 
and results of, 350-355 ; the blockade, 
351, 352 ; maps, 308, 309, 315, 316, 
3^7,321, 322, 323, 328, 329, 330, 335, 343, 
344, 350. 

Claiborne, William, 79. 

Clay, Henry, 261, 26S (note), 269, 277. 

Cleveland, Grover, elected President, 363 ; 
re-elected, 365. 

Clinton, De Witt, 273, 

Clinton, George, 242. 

Clinton, Sir Henry, 183. 

Cold Harbor, battle of, 339 ; map, 343. 

Colleges, early, 206. 



Colonies, the, life in : houses, furniture, 
food, dress, traveling, education, amuse- 
ments, 91-95 ; farming and shipping, 
products, tools, fisheries, pirates, 98-102 ; 
bond-servants and slaves, 104-107 ; laws 
and usages, 109-113 ; wars of, uniforms, 
methods of fighting, British officers, 142- 
145 ; map showing claims to territory be- 
fore 1763, 121 ; government and laws of, 
151-154 ; restrictions on trade and manu- 
facture, 153, 161, 162 ; their wars, see 
French Wars, King Philip's War, Pequot 
War, the, and Pontiac's War ; early 
struggles for liberty in, 156-160 ; inde- 
pendence of, gained, see Revolutionary 
War, the. 

Colorado, admission of, 369. 

Columbia, S. C, burning of, 347, 

Columbus, Bartholomew, 9. 

Columbus, Christopher, sketch of his life, 
2 (note) ; his plan of a route to India, i, 
2 ; applications for aid, 2, 3 ; his first 
voyage to America, 3, 4 ; succeeding voy- 
ages, 5 ; map showing his route, 7. 

Compromise, the Missouri, see Missouri 
Compromise. 

Compromise of 1850, the, 268, 295, 305. 

Compromise period, the, 268. 

Concord, Mass., stores destroyed at, 168. 

Confederate States of America, the, 306; 
removal of the capital, 311; money of, 
353. See Civil War, the. 

Congress, the Colonial, 198, 199 ; the 
United States, its Constitution, 199. 

Congress, burning of the, 324. 

Connecticut, settlement of, 41, 42 ; the 
Dutch in, 47 ; the Pequot War, 80 ; gov- 
ernment of the colony, 151 ; story of its 
charter, 159. 

Constitution of the United States, the, 198, 
199, 2CO ; its adoption, 198, 199 ; pro- 
visions, 199. 203 ; thirteenth amendment 
to, 359 ; fifteenth, 360 ; text of, 387. 

Constitution, the, capture of the Guerriere 
by, 246 ; of the Java, 247. 

Constitutional Union party, the, 302. 

Contreras, battle of, 285 ; map, 287. 

Cooper, James Fenimore, 3S2. 

Copley, John Singleton, 207. 

Copyright, international, 364. 
j Corinth, sieges of, 315, 32-, ; map, 315. 



4o6 



mDEX. 



Cornwallis, Lord, 184, 187, 188 ; his sur- 
render, 189. 

Cotton-gin, the, ,376. 

Cotton States, the, 304 ; secession of, 305. 

Coureur de bois, illustration, 119. 

Courts, United States, 199. 

Cowpens, battle of the, 187 ; map, 190. 

Craven, Governor, 83. 

Creek War, the, 253, 254. 

Crimes, laws against small, 106, 109, no, 
II I. 

" Crimps," 105. 

Croghan, George, his defense of Fort 
Stephenson, 251 (and note). 

Cromwell, Oliver, 40, 53. 

Crook, George, 340. 

Crown Point, 132 ; map, 134. 

Cuba, attempted purchase of, 296 ; propo- 
sal to seize, 300 (note). 

Cumberland, sinking of the, 324. 

Currency, decimal system of, 172 (note) ; 
of the Revolution, 194 ; paper, see 
Greenbacks, and Confederate States of 
America. 

Custer, George A., 370. 

Cuttyhunk Island, colony on, 19. 

Dakota, North and South, 369, 

Dale, Sir Thomas, 26, 27, 30. 

Danville, Va., 348 ; map, 350. 

Dare, Virginia, 17. 

Dark and Bloody Ground, the, 216. 

Davenport, Rev. John, 42. 

Davis, Jefferson, election of, 306 ; sketch 
of, 306 (note) ; his imprisonment and 
release, 355. 

Dearborn, General Henry, 245. 

Debt, the national, 352. 

Decatur, Stephen, 229, 247. 

Decimal system of currency, the, 172 (note). 

Declaration of Independence, the, 172, 173; 
its author (note), 172. 

Deerfield, Mass., destroyed by Indians, 124 ; 
old house at, illustration, 127. 

De Kalb, Baron, 183. 

Delaware, settlement of, 47 ; captured by 
the Dutch, 47 ; the government trans- 
ferred to Penn, 59 ; colonial government 
of, 152. 

Delaware Bay, exploration of, 45. 

De la Warr, Lord, 26, 30. 



Democratic party, the, 267; main differ- 
ences between, and the Whig, 268 ; its 
return to power, 363. 

De Soto, Hernando, his explorations, 116 
(note). 

Detroit, attacked by Indians, 147 ; sur- 
render of, to the British, 243 ; incident of 
the surrender, 242 ( note ) ; maps, 243, 255. 

Dinwiddle, Governor, 171 (note). 

Discovery, the, 19, 21. 

District of Columbia, the, 223 ; slave-traffic 
in, 294, 295. 

Doeg Indians, the, 82. 

Dorchester Heights, 171 ; map, 174. 

Douglas, Stephen A., 298 ; his nomination, 
302 ; his debates with Lincoln, 354 (note). 

Drake, Sir Francis, 16, 284 (note). 

Dred Scott case, the, 301. 

Dress, in colonial times, 94 ; after the Revo- 
lution, 210, 211, 212. 

Dress, illustrations of, 10, 11, 15, 19, 21, 30, 
31. 35. 37, 41. 42. 46, 47. 54. 57, 64, 65, 
(j6, 69, 93, 94, 95, 97, 104, 109, 118, 119, 
143, 143. 177. 178. 179, 186. 188, 192, 193, 
194, 206, 211, 222, 228, 247, 251, 252, 254, 
257, 258, 259, 260, 273. 

Drunkenness, punishment for, 1 10 ; illus- 
tration, 112. 

Ducking-stool, the, no. 

Dustin, Hannah, 89 (note). 

Dutch, the, in America, 45, 46, 47 ; their 
colony taken by England, 47, 48. 

Dutch East India Company, the, 45. 

Early, Jubal, 340. 

Earth, the, notions of its shape, 1,3; of its 
size, 2 ; map of the part known before 
1492,4; first circumnavigated, 11. 

Education, in the colonies, 95 ; school- 
scene, illustration, 97 ; at the close of the 
Revolution, 206. 

Election, presidential, mode of, see Presi- 
dent of the United States ; disputed, of 
1876, 361, 362. 

Elevators, invention of, 375. 

Eliot, Rev. John, 81 (note). 

Elizabeth, Queen, 13, 14, 19. 

Ellsworth, Miss, 274. 

Embargo, the, 241. 

Emerson, Ralph W., 3S1, 382. 

Enemy, we have met the, etc., 248. 



> 



ini5ex. 



407 



England, wars with, see Revolutionary 
War, the, and War of 1812, the ; reten- 
tion of American posts by, 215, 220; 
seizure of vessels by cruisers of, 220 ; 
Jay's treaty with, 220; war of, with France, 
240 ; interference of, with American com- 
merce, 240, 241 ; Indians incited by agents 
of, 242 ; attitude of, during the American 
civil war, 350, 351 ; the Alabama claims, 
352. 

Era of good feeling, the, 264. 

Ericsson, John, 325. 

Erie Canal, the, 273. 

Factory system, the, 377. 

Fairfax, Lord, 171 (note). 

Fair Oaks, battle of, 319 ; map, 321. 

Farragut, David Glascoe, 326. 

Federal city, the, 223. 

Federal government, position of parties on 
the power of the, 268 (and note), 304. 

Federalist party, the, 213, 224, 226, 227, 304. 

Fillmore, Millard, 293 ; sketch of, 294 
(note) ; nominated for President, 300. 

Fire-arms of the Revolution, 193, 194. 

Fireplaces, 377. 

Fisheries, colonial, loi. 

Fisher's Hill, battle of, 341 ; map, 344. 

Five Forks, battle of, 348 ; map, 350. 

Flags (illustrations) of New York merchant- 
ships, 99 ; of New England ships, loi ; 
the pine-tree, 168 ; the liberty, of the 
South, 171 ; the rattlesnake, 172 ; the 
Stars and Stripes of 1777, 17S ; of 1814, 
253 ; the royal, of France, 188 ; the Brit- 
ish, 247 ; the Spanish standard, 264 ; the 
Mexican, 276 ; the Confederate, of 1861, 
307 ; present United States, 374. 

Florida, Spanish discoveries in, 116 (note) ; 
their colony, 116 ; map of the eastern 
coast, 128 ; Jackson's invasion of, 254 ; 
purchase of, 264 ; its previous history, 
264 (note) ; admission of, 287. 

Foote, Andrew H., 312. 

Forbes, Joseph, 136. 

Forefathers' day, 35. 

Fort Donelson, 312 ; capture of, 314; map, 

315- 
Fort Duquesne, Braddock's expedition to, 
130 ; his defeat, 131 ; map showing his 
route, 134 ; taken by General Forbes, 136. 



Fort Fisher, assault on, 347. 

Fort Frontenac, capture of, 136. 

Fort Henry, capture of, 312 ; map, 315. 

Forts Jackson and St. Philip, 326 ; map, 

329- 

Fort Meigs, siege of, 251 ; Harrison's an- 
swer to the demand for surrender, 251 
(note) ; map, 255. 

Fort Monroe, naval battle near, 324 ; maps, 
321, 328. 

Fort Moultrie, 306 ; map, 309. 

Fort Stephenson, siege of, 251 ; map, 255. 

Fort Sumter, 306 ; bombardment of, 307 ; 
map, 309. 

Fort Ticonderoga, defeat of the English at, 
136, 144 ; capture of, by Ethan Allen, 
169 (note) ; by Burgoyne, 178 ; map, 180; 
ruins of, illustration, 169. 

Fort Washington, capture of, by the Brit- 
ish, 177 ; map, 179. 

Fort William Henry, siege and capture of, 
132 ; map, 134. 

France, aid of, to America, 183 ; purchase 
of territory from, 172 (note) ; partisans 
of, 214 ; relations of, with America during 
the French Revolution, 221 ; the Direct- 
ory, 221, 222 ; demand of, for tribute, 
222 ; feeling in, during the American civil 
war, 350. See French, the, and French 
wars. 

Franklin, battle of, 346. 

Franklin, Benjamin, sketch of, 1S9 (note), 
206 ; inventions by, 375, 377 ; his writ- 
ings, 379. 

Fredericksburg, battle of, 320 ; map, 322. 

Free-Soil party, the, 293, 295. 

Free trade, see Tariff. 

Fremont, John C, 283, 284 (note); his 
nomination, 300. 

French, the, in America, 116, 117, 118; 
their weakness and strength, 118; their 
influence over the Indians, 118, 119; 
their claims to territory, 119; map show- 
ing their claims, 121 ; their line of posts, 
128, 129 ; cession of their possessions east 
of the Mississippi, 139 ; sale of Louisiana, 
234 (and note). See France. 

French wars, the, 119, 122-126, 128-140; 
maps, 123, 128, 133, 134, 141 ; character- 
istics of, 142-147. 

Frobisher, Sir Martin, 11. 



4o8 



INDEX. 



Frolic, the, 247. 

Fugitive-slave law the, see Slavery. 

Fulton, Robert, 271, 272. 

Gama, Vasco da, his voyage to India around 
the Cape of Good Hopa, 10 ; map show- 
ing his route, 7. 

Garfield, James A., 312 (note) ; his elec- 
tion as President, and his death, 362. 

Gates, Horatio, 178, 184. 

Gates, Sir Thomas, 25. 

Genoa, 2. 

George III, of England, 172;- statue of, 

175- 

Georgia, territory of, 62 ; Oglethorpe's de- 
sign, 63; his colony, 64; property laws 
in, and dissatisfaction, 64 ; governments 
surrendered by the king, and change of 
laws, 65 ; map of the eastern coast, 128 ; 
form of government, 151 ; secession of, 
see Secession ; Sherman's march through, 
346. 

Germans, emigration of, to America, 65. 

Germantown, battle of, 182, 183 ; map, 
185. 

Gerrish, Sarah, 146 (note). 

Gettysburg, battle of, 321 ; map, 323. 

Gilbert, Sir Humphrey, 11. 

Gist, Christopher, 129 (note). 

Godfrey, Thomas, 370. 

God-speed, the, 19. 

Gold, discovery of, 11 ; in California, 284 
(note), 293. 

Goldsboro, 347. 

Gosnokl, Bartholomew, 19. 

Government, forms of, in the colonies, 151- 
154 ; in the States, see Federal Govern- 
ment, the, and Constitution, the. 

Grant, Ulysses S., 312; capture of Forts 
Henry and Donelson by, 312, 314 ; at 
Shiloh, 315 ; at Vicksburg, 327, 328 ; at 
Chattanooga, 333 ; sketch of, 337 (note) ; 
in command of all the armies, 337 ; re- 
ceives Lee's surrender, 348 ; elected Presi- 
dent, 360 ; re-elected, 361. 

Greeley, Horace, 361. 

Green, Roger, 53. 

Greenbacks, 352, 353. 

Greene, Nathanael, in command at the 
South, 187, 188. 

Green Mountain Boys, the, 169 (note), 257. 



Greensboro, N. C, r88. 

Grenville, Sir Richard, 15. 

Guerriere, the, capture of, 246. 

Guilford Court-House, battle of, 1S8 ; map, 

190. 
Gunpowder, Indian notions of, 85. 
Guns, matchlock, 86 ; illustrations, 84, 85 4 

flint-lock, 86. 

Hale, John P., 295. 

Half-Moon, the, 45. 

Halleck, Henry W., 126. 

Hamilton, Alexander, 214; sketch of, 215 

(note) ; his essays, 377. 
Hampton Roads, battle in, 324 ; maps, 321, 

328. 
Hancock, Winfield S., candidate for the 

presidency, 362. 
Hardee, William J., 334. 
Harmer, General, 216. 
Harper's Ferry, seizure of, 301, 320. 
Harpsichord, the, illustration, 206. 
Harrison, Benjamin, election of, 364. 
Harrison, William Henry, 242, 251 ; quoted, 

251 (note), 252 (note) ; sketch of, 276 

(note) ; election of, 277. 
Hartford, Conn., 41. 
Harvey, Sir John, 157. 
Hatter, shop of a, illustration, 153. 
Hawkins, Sir John, portrait of, 107. 
Hawthorne, Nathaniel, 3S2, 383. 
Hayes, Rutherford B., elected President, 

361, 362. 
Hayti, 5. 

Hennepin, Father, 117. 
Henry VII, of England, 8, 9. 
Henry, Patrick, sketch of, 162 ( note ) ; ad- 
vocates the Revolution, 163. 
Hessians, the, 177; illustrations, 177, 17S, 

179. 
Highlanders, in Georgia, 64. 
Hispaniola, 5. 

Holding the Line, illustration, 332. 
Holmes, Oliver W., 379. 
Home and society in Washington's time, 

209-212. 
Hood, John B., 335, 345. 
Hooker, Joseph, 320, 321, 333. 
Hopkins, Esek, 192. 
Horses in the colonies, 100; pacers, 204; 

Indian, 375. 



INDEX, 



409 



Houses, colonial, 91 ; illustrations, 91, 127 ; 

furniture of, 91, 92 ; in Washington's 

time, 2og. 
Houston, General Sam, 278. 
Howe, Elias, 376. 

Howe, Lord George, 144 ; illustration, 145. 
Howe, Admiral Richard, Earl, 177. 
Howe, General Sir William, 176. 
Hudson, Henry, sketch of, 46 (note) ; his 

voyages and discoveries, 45, 46. 
Hudson River, the, explored, 45, 46 ; plot 

to surrender the Highlands of the, 187 ; 

map, igi. 
Huguenots, the, 54, 66. 
Hull, General William, 243, 245. 
Hunter, David, 340. 

Idaho, admission of, 369. 

Illinois, admission of, 259. 

India, route to, by sea, desired, i ; plan of 
western route to, i, 2, 8, 10, 15 ; the sup- 
posed northwest passage, 11, 45, 46, 98. 

Indians, the, in Virginia, 21, 31, 32 ; in 
Massachusetts, 35, 36, 37, 41 ; treatment 
of, in Pennsylvania, 59 ; treaty-belt of, 
illustration, 60 ; their clothing, houses, 
tools, canoes, etc., 71-76; reason of 
their name, 71 ; changes made among, 
by the coming of Europeans, 74 (note) ; 
illustrations, 71, 90 ; small numbers of, 
76 ; early wars with, 79-83 ; methods of 
warfare, 85-89 ; weapons of, 85 ; stories 
of defense, 88 (note) ; attempts to edu- 
cate and Christianize, 31, 81 (note), 118, 
370; influence of the French over, 118; 
slaughter by, 122, 123, 124, 215 ; captives 
taken by, 145-147, 146 (note) ; war with, 
in Ohio, 217 ; in the Northwest, 242 ; later 
wars, 369-372. See French Wars, King 
Philip's War, Pequot War, and Pontiac's 
War. 

Indian Territoiy, 369. 

Indian corn, 99. 

Indian ponies, 370. 

Indiana, admission of, 259. 

Indigo, culture of, 99. 

Inheritance, laws of, 210, 232. 

Internal improvements, attitude of parties 
on, 268. 

Inventions, American, 375-378. 

Iowa, admission of, 287, 



Irish, the, in the colonies, 66. 

Iroquois, the, their hatred of the French, 

118, 122 ; long-house of, illustration, iig ; 

attack of, on Canadian settlements, 122. 
Irving, Washington, 3S0. 
Isabella, Queen of Spain, 3. 
Island No. 10, capture of, 314 ; map, 315. 

Jack of the Feather, 31. 

Jackson, capture of, 328, 330. 

Jackson, Andrew, subdues the Creeks, capt- 
ures Pensacola, and defeats the British 
at New Orleans, 254 ; sent to receive 
Florida, 265 ; elected President, 261 ; 
sketch of, 266 (note) ; administration of, 
266, 267 ; his attitude on nullification, 304. 

Jackson, Thomas J. (Stonewall), 318, 319; 
sketch of, 319 (note), 320, 321. 

James I, king of England, 14 (note), 19, 
32, 51- 

James II, king of England, 57, 158; over- 
thrown, 159. 

James River, the, 20. 

Jamestown, settlement at, see Virginia"; 
burned, 158 ; present appearance of, il- 
lustration, 20. 

Japazaws, chief, 27. 

Jasper, Sergeant William, 184 (note). 

Java, the, capture of, by the Constitution, 
247. 

Jay, John, 220. 

Jefferson, Thomas, sketch of, 172 (note) ; 
in favor of religious freedom, 200 ; his 
party, 214 ; candidate for the office of 
President, 221 ; elected, 227, 228 ; his 
portrait, 225 ; his seal, 226 ; the embargo, 
241 ; his essays, 379. 

Jerseys, the, 57, 60. 

Johnson, Andrew, elected Vice-President, 
353 ; his administration as President, 359, 
360 ; impeachment of, 360. 

Johnson, Sir William, his expedition, 132. 

Johnston, Albert Sidney, 315. 

Johnston, Joseph E., 312, 319, 334; sketch 
of, 334 (note), 347, 348. 

Joliet, Louis, 117. 

Jones, John Paul, 192. 

Kansas, question of the admission of, 298 ; 

struggle in, 299, 300 ; admission of, 302, 
Kearny, Colonel, 283. 



410 



INDEX. 



Kearsarge, the, sinks the Alabama, 352. 
Kenesaw Mountain, battle of, 335. 
Kentucky, Indian troubles in, 215,216; ad- 
mitted to the Union, 258. 
Kernstown, engagement at, 340 ; map, 344. 
Kidd, William, loi (note), 102. 
Kidnapping in England, 105. 
King George's War, 124-126. 
King Philip's War, 81, 82. 
King William's War, 122, 123. 
Know-nothing party, the, 298. 

Labor and capital, 378. 

Lady Rebecca, the, 27. 

La Fayette, Gilbert Motier, Marquis de, 183 ; 
sketch of, 182 (note). 

Lake Champlain, 178 ; battle of, 24S ; maps, 
180, 249. 

Lake Erie, battle of, 24S ; map, 250 ; results 
of, 251. 

Lake George, battle of, 132 ; under control 
of Burgoyne, 178; map, 180. 

Lane, Ralph, colony under, 15, 16. 

La Salle, Sieur de, 117. 

Lawrence, James, 248. 

Lee, Robert E., 319, 320, 321, 338, 339; 
sketch of, 338 (note) ; his surrender, 348. 

Legal-tender notes, 352. 

Legislatures, colonial, 152. 

Leif, tradition concerning, 4 (note). 

Leisler, Jacob, his rebellion, 159. 

Lexington, Mass., battle of, 168, 169; map, 
174. 

Lexington, Mo., attack on, 311 (note). 

Liberal- Republican party, the, 361. 

Liberty, civil, in America, beginning of : 
Virginia charter, 30, 32 ; charter of Mas- 
sachusetts recalled, 43 ; government of 
Pennsylvania, 59 ; early struggles for, 
156-160 ; established by the Constitution, 
199, 200 ; Alien and Sedition Laws, the, 
226. 

Liberty, religious, see Religious Liberty. 

Lighting, modes of, 377. 

Lightning, Franklin's experiment with, 189 
(note), 206. 

Lightning-rod, the, invented, 375. 

Lincoln, Abraham, his election, 302 ; in- 
auguration, 306 ; re-election, 353 ; his 
death, 354 ; sketch of, 354 (,note). 

Lincoln, Benjamin, 184, 



Literature in the United States, 379-383. 

Little Harbor, N. H., 42. 

Little Turtle, chief, 216. 

Log-cabin and hard-cider campaign, the, 
277. 

Longfellow, Henry W., 380, 381; subjects 
of poems by, 132, 168 (note). 

Long Island, battle of, 177; the retreat, il- 
lustration, 176; map, 179. 

Lookout Mountain, battle on, 333. 

Loudon, Lord, hisfailureat Louisbourg, 132. 

Louis XIV, of France, 117. 

Louisbourg, Cape Breton Island, 125, 126, 
132, i35> 137 ; map, 141. 

Louisiana Territory, founded and named, 
117; attempt to connect with Canada, 
117, 118 ; history of, and its purchase by 
the United States, 234 (and note> ; maps, 
236 ; State of, admitted, 258 ; election of 
1876 in, 361. 

Lowell, James Russell, 382. 

Lucas, Eliza, 99. 

Lundy's Lane, battle of, 252 ; map, 256. 

Lutherans, emigration of, 65, 66. 

Lynchburg, attempt to take, 340 ; map, 
344 ; Lee's attempt to reach, 348. 

Lyon, Nathaniel, 311 (note). 

McClellan, George B., 311 (note), 317, 318, 
319, 320 ; his candidacy, 353. 

MacDonough, Thomas, 249. 

McDowell, Irvin, 312, 318. 

Macedonian, capture of the, 247 ; incident 
of, 247 (note). 

Mackinaw, capture of, 243 ; map, 243. 

Madison, James, elected President, 241 ; 
attitude of, in the War of 1812, 245 ; sketch 
of, 245 (note) ; his essays, 379. 

Madoc, tradition concerning, 4 (note). 

Magellan, F. de, sketch of, 11 (note) ; his 
voyage and discovery, 10, 11 ; map show- 
ing his route, 7. 

Mails, 205, 206. 

Maine, settlement of, 42 ; annexed to Mas- 
sachusetts and separated, 43 ; part of, 
claimed by France, 119; map, 120; ad- 
mission of, 259. 

Manassas, battles of, 312, 320 ; map, 317. 

Manassas, the ram, 326. 

Manhattan, island of, 46. 

Marion, I'rancis, 185. 



INDEX. 



411 



Maxshall, Humphrey, 312 (note). 

Maryland, settlement of, 50-52 ; map, 56 ; 
Indian war in, 81 ; government, 152. 

Mason, James M., 351. 

Mason, John, 80. 

Massachusetts, settlement of, 35, 40, 41 ; 
intolerance in, 41 ; the Pequots, 41 ; gov- 
ernment of, 151, 152 ; struggles for lib- 
erty, the charter dissolved, 158. 

Massachusetts Company, the, 40. 

Massasoit, chief, 36, Si. 

Matamoros, capture of, map, 279. 

Maumee, Indian fighting on the, 220. 

Mayflower, voyage of the, 35 ; illustration, 
34- 

Maynard, Lieutenant, loi. 

Meade, George G., 321, 337. 

Mecca, Cabot at, illustration, 9. 

Merrimac, the, 324 ; its fight with the Moni- 
tor, 325. 

Mexican War, the, causes of, 278, 279 ; 
opening of, 278 ; Taylor's campaign, 279, 
280 ; New Mexico and California, 283 ; 
Scott's campaign, 284, 285 ; peace signed, 
286; maps, 279, 281, 282, 287. 

Mexico, city of, captured, 285, 286 ; map, 
287. 

Mexico, territory acquired from, 286 ; map, 
288. 

Michigan, admission of, 287. 

Mill Spring, engagement at, 312 (note) ; 
map, 316. 

Mines, gold and silver expectation of find- 
ing, 98, 116 (note) ; discovered, 294, 365, 

375- 
Minnesota, admission of, 302 ; Sioux ;iias- 

sacre in, 369. 
Minnesota, the, 324. 
Minute-men, 168. 
Missionary Ridge, 3:^3, 334. 
Mississippi, admission of, 259. 
Mississippi River, the, 116 (note) ; explored 

and held by the French, 117 ; struggle for 

control of, in the civil war, 314, 315, 328. 
Mississippi Valley, settlement of the, 231- 

235 ; life in, 232, 233. 
Missouri, debate on the admission 01, 259, 

260 ; its admission, 261 ; struggle for, at 

the opening of the civil war, 311 (note). 
Missouri Compromise, the, 260, 268 (note), 

292 ; repeal of, 298, 299, 305. 



Molino del Rey, battle of, 285 ; map, 287. 
Monitor, the, fight of, with the Merrimac, 

325- 
Monmouth, battle of, 183 ; map, 180. 
Monocacy, battle of, 346 ; map, 344. 
Monroe, James, election of, 264 ; sketch of, 

264 (note). 
Monroe doctrine, the, 265. 
Montana admitted, 369. 
Montcalm, Marquis de, 132, 138, 139. 
Monterey, battle of, 279, 280; map, 279. 
Montreal, taken by the English, 139. 
Morgan, Daniel, 187. 
Mormons, the, 369. 
Morse, Samuel F. B., 274. 
Motley, John Lothrop, 3S2. 
Moultrie, William, 184 (note). 
Murfreesboro, battle of, 331. 
Mystic, Indian village at, burned, 80. 

Narragansett Indians, the, 81, 82. 

Nashville, battle of, 346. 

Navigation, improvements in, 271, 272, 273. 

Navigation laws, the, 153, 161. 

Navy, the American, 192 ; exploits of, 228, 
229 ; during the civil war, 351, 352. 

Nebraska, admission of, 369, 

Nebraska Bill, the, 299. 

Neff, Mary, 89 (note). 

Negroes, enfranchisement of, 359, 360 ; al- 
leged intimidation of, 361. 

Nevada, admission of, 369. 

New Albion, 284 (note). 

New Amsterdam, 47 ; its name changed, 
48 ; a wedding in, illustration, 93. 

Newcastle, Del., 59. 

New England, freedom of the colonies, 43 ; 
map of the early settlements, 43. 

Newfoundland, colony in, 51. 

New France, 47. 

New Hampshire, settlement of, 42 ; joined 
to Massachusetts and separated, 42 ; its 
government, 151. 

New Hampshire grants, the, 257. 

New Haven Colony, 42. 

New Jersey, settlement and grant of, 47, 
57 ; division of, 57 ; toleration in, maps, 
50, 61 ; land laws of, 59, 60 ; union of the 
two provinces, 60 ; government, 60, 151. 

New Madrid, 314. 

New Market, battle at, 340 ; map, 344. 



412 



INDEX. 



New Mexico, surrendered to the United 
States, 2S3 ; organized as a territory, 295. 

New Netherlands, the, 46, 47 ; capture of, 
and change of name, 48 ; Indian wars 
in, 80. 

New Orleans, battle of, 254 ; map, 257 ; 
capture of, by Farragut, 326 ; map, 329. 

Newport, R. I., round tower at, 4 (note). 

News, transmission of, 274, 275. 

New Sweden, settled and taken by the 
Dutch, 47 ; placed under Penn, 59. 

New York, discovered and settled, 45, 46 ; 
capture and change of name of, 48 ; its 
form of government, 151 ; Leisler's re- 
bellion in, 159 ; map, 50. 

New York city, settlement of, 46, 47, 48 ; 
view in, 48; evacuated, 177; maps of, 
and vicinity, 179, 191 ; influence of the 
Erie Canal on, 273. 

Norfolk Navy- Yard, the, 324. 

Norsemen, the, supposed discovery of 
America by, 4 (note). 

North America, continent of, discovered, 4 
(note), 9, 10 ; but one great power in, 359. 

North Carolina, settlement of, 14, 15, 16, 
53 ; map, 68 ; Indian war in, S3. 

Northwest passage, the, see India. 

Northwest Territory, 232 ; map of, 235. 

Nullification, 267, 269, 304. 

Offices, bestowal of government, 266. 
Oglethorpe, James, 62-64 ! sketch of, 64 

(note) ; defeats the Spaniards, 64, 124. 
Ohio, Indian war in, 215-217; map of, 

218 ; admission of, 258. 
Ohio River, the, discovered, 117. 
Oklahoma, 369. 
Old Ironsides, 247. 
Opechankano, chief, 32, 79, 80. 
Opequon, battle of, 341. 
Ordinance of 1787, the, 232, 258. 
Oregon, admission of, 302. 
Oregon boundary, 286, 287 ; map, 289. 
Ostend Manifesto, the, 300 (note). 
Otis, James, sketch of, 163 (note). 

Pacific Ocean, discovery of, 10. 
Pakenham, Sir Edward, 254. 
Palatines, the, 65, 66. 
Palo Alto, battle of, and map, 279. 
Parkman, Francis, 3S2. 



Parsons' Cause, the, 162 (note). 

Peace Convention, ttie, 305. 

Pea Ridge, battle of, 311 (note) ; map, 316. 

Pemaquid, Me., 42. 

Pemberton, John C, 328. 

Peninsular campaigfn, the, 318 ; map, 319. 

Penn, Admiral, 58, 59. 

Penn, William, sketch of, 58 (note 1 ; in 
America, 58, 59 ; treaty-belt given to, il- 
lustration, 60. 

Pennsylvania, colony, 47, 58-60, 66 ; gov- 
ernment, 152 ; whisky insurrection, 217. 

Pcnsacola, capture of, 254 ; map, 257. 

Pequot war, the, 80. 

Periaugers, 271. 

Perry, Oliver H., 248. 

Perryville, battle of, 327. 

Petersburg, attack on, 339, 340, 342 ; taken, 
348 ; maps, 343, 350. 

Petroleum, 375. 

Philadelphia, 59, loi ; plan to capture, 
iSi ; taken, 182 ; map of, and vicinity, 
1S5 ; national capital removed from, 213. 

Philadelphia, the frigate, 229. 

Philippi, battle at, 311 (note) ; map, 316. 

Philippine Islands, the, 11. 

Phips, Sir William, his expedition to Que- 
bec, 123. 

Phonograph, the, 376. 

Piedmont, battle at, 340 ; map, 344. 

Pierce, Franklin, election, 295 ; sketch, 295 
(note) ; favors the Nebraska Bill, 299. 

Pilgrims, the, in Holland, 34, 35 ; their de- 
parture, illustration, 35 ; voyage, com- 
pact, and landing, 35 ; life at Plymouth, 
36, 37 (note). 

Pillory, the, no, 157 ; illustration, 156. 

Pirates, loi (note), 102. 

Pitt, William, 135. 

Pittsburg, Pa., 136; attack on, 147. 

Pittsburg Landing, battle of, see Shiloh. 

Plains of Abraham, battle on, 138 ; illustra- 
tion, 139. 

Plattsburg, battle of, 253 ; map, 249. 

Plymouth Colony, 35-38 ; map, 39. 

Pocahontas, 22, 27. 

Poe, Edgar A., 381. 

Polk, James K., elected President, 278; 
sketch of, 278 (note). 

Pontiac's War, 147. 

Poor Richard's Almanac, 189 (note). 



INDEX. 



413 



Pope, John, 311 (note), 314, 319, 320. 
Population, 203, 20S (diagrams), 261, 374, 

375 ; map showing movement, 378. 
Port Hudson campaign, 328 ; map, 330. 
Port Royal, N. S., 123, 124; map, 141. 
Port Royal, S. C, 54. 
Portugal, King of, 2 ; ship sent by, 3. 
Portuguese try to reach India by sea, i. 
Potato introduced into Ireland, 14 (note) ; 

into Virginia and New England, 100. 
Powhatan, 22, 27. 

Presbyterians, emigration of, 57, 66. 
Prescott, William H., 382. 
President of the United States, office of, 

199 ; method of election, 227, 228. 
Prestonburg, engagement at, 312 (note) ; 

map, 316. 
Price, Sterling, 311 (note). 
Princeton, capture of, 178 ; map, 180. 
Privateers, 145, 249. 
Proctor, Henry A., 251, 252. 
Profanity, punishment for, 109. 
Protection, see Tariff. 
Pulaski, Count, 183 ; his death, 184. 
Punishment, forms of, 109-111. 
Puritans, 34, 40, 53 ; illustrations, 35, 40, 41. 

Quadrant, invention of the, 375. 

Quakers, persecution of, 57, 58 (note). 

Quebec, founded, 116, 117 ; expeditions 
sent against, 123, 124, 137, 138 ; its po- 
sition, 138 ; its fall, 139 ; maps of, 141 ; 
view of, 140. 

Queen Anne's War, 124. 

Quider, 123. 

Railways, 273, 274. 

Raisin, engagement on the, 250 ; map, 255. 

Ralegh, Sir Walter, sketch of, 14 (note) ; 
charter and colonies, 13-16 ; anecdote- 16. 

Reconstruction question, the, 359, 360. 

Red Eagle, 253. 

Redemptioners, 106. 

Religious intolerance, 34, 40, 41, 42, 51, 57, 
65, 66, 112, 113. 

ReHgious hberty in Rhode Island, 42, 113 ; 
in Maryland, 52, 53, 113 ; in New Jersey, 
57 ; in Pennsylvania, 59, 65, 113 ; in 
Georgia, 63, 64 ; in United States, 200. 

Republican (Democratic) party, the, 214, 
226, 227 ; State-rights doctrine of, 304. 



Republican party, the, 299. See Federalists 
and Whigs. 

Resaca de la Palma, battle of, 279. 

Restoration, the, 53. 

Returning-boards, 361. 

Revere, Paul, 168 (note). 

Revolutionary War, the, its causes, 161-166 ; 
congress of delegates, 164 ; colonial con- 
gress, 166, 168 ; outbreak of the war, 168 ; 
appointment of Washington, 171 ; colo- 
nial constitutions, 172 ; Declaration of 
Independence, 172 ; American reverses, 
177; successes, 177-179; dark period of, 
181-185, 186 ; aid of France, 183 ; suc- 
cesses, 187, 188 ; surrender at Yorktown, 
189 ; treaty of peace, 1S9, 190 ; traits and 
incidents of, 192-194 ; the navy, 192, 193 ; 
arms used in, 193, 194 ; poverty at the 
time of, 194 ; maps, 173, 174, 179, 180, 
185, 190, 191, 207. 

Rhett, Colonel, loi. 

Rhode Island, settlement of, 42 ; its gov- 
ernment, 151. 

Rice, culture of, 99 ; preparing, 375. 

Rice, Thomas, 88. 

Richmond, Lee's retreat from, 348; map, 
350. 

Rich Mountain, engagement at, 311 (note), 
318 ; map, 316. 

Road, the National, 273. 

Roanoke Island, colonies on, 15, 16, 17 ; 
map of, 18. 

Roanoke River, Indian story of, 15. 

Robinson, John, 34. 

Rochambeau, Count de, 188. 

Rock of Chickamauga, the, 333. 

Rogers, Robert, and Rangers, 136 (note). 

Rogers's Slide, 136 (note) ; view of, 137. 

Rolfe, John, 27, 28, 98. 

Rosecrans, William S., 327, 331, 333. 

St. Augustine, Fla., founded, 116; attacked, 

124 ; view of gateway of, 125. 
St. Clair, General, 176, 216. 
Saint Mary's, Md., 52. 
Salem, settlement at, 40. 
Salmon Falls^ massacre at, 123. 
Samoset, 36. 

Santa Anna, 280, 283, 284. 
Saratoga, battle of, 193. 
Sassacus, So. 



414 



INDEX. 



Savannah founded, 64 ; taken by British, 
184 ; map, 190 ; occupied by Sherman, 346. 

Schenectady, massacre at, 122. 

Schofield, John M., 346, 347. 

Scolding and slander, punishment for, no. 

Scotland, persecution in, 57. 

Scott, Winfield, 280, 284, 285 ; sketch of, 
285 (note) ; nominated for the presidency, 
295 ; at opening of civil war, 317. 

Scrooby, 34. 

Seamen, impressment of American, for the 
British navy, 240. 

Secession of States, 305, 307 ; map of se- 
ceded States, 308 ; war of, see Civil War, 
the ; question of the right of, 359. 

Seminole War, the, 293 (note). 

Semmes, Raphael, 352. 

Separatists, 34, 40. 

Serapis, the, 193. 

Servants, indentured, 104-106. 

Seven Days' battles, the, 319 ; map, 321. 

Sewing-machines, 374. 

Seymour, Horatio, 360. 

Shannon, the, 248. 

Sharpsburg, battle of, see Antietam. 

Shawnees, prophet of, 242 (note), 253. 

Sheridan, Philip H., 341, 348; sketch of, 
341 (note) ; his ride, 342. 

Sherman, William T., 334, 348 ; his march 
through the South, 345-347; sketch of, 
347 (note). 

Shiloh, battle of, 315 ; map, 315. 

" Ship, don't give up the," 248. 

Ships, American, 271, 272. 

Ships of war, 325. 

Shirley, William, his expedition, 132. 

Silk, culture of, 98. 

Silver question, the, 365. 

Sioux, the, 369, 370. 

Sitting Bull, 370. 

Slavery, introduction of, 106 ; abolition of, 
in Northern States, 107 ; attempts of the 
colonists to keep out slaves, 153, 161 ; aft- 
er the Revolution, 210 ; forbidden north 
of the Ohio, 232 ; Ordinance of 1787, 
232, 258 ; the Missouri question, 259, 
292 ; Te.xas, 278, 292 ; Cfilifomia, 294, 
295 ; the Wilmot Proviso, 293 ; Free-Soil 
party, 293 ; action of the fugitive-slave 
law, 294, 295 ; traffic in Washington, 
294 ; compromise measures, 295 ; effect 



of "Uncle Tom's Cabin," 296 ; prepon- 
derance of free States, 296 ; proposed 
purchase of Cuba, 296; repeal of the 
Missouri Compromise, 298 ; the Nebraska 
Bill, 299 ; the Kansas struggle, 299, 300 ; 
the election of 1856, 301 ; the Dred Scott 
decision, 301 ; the John Brown raid, 301 ; 
divisions caused by, 302 ; free States ad- 
mitted, 302 ; election of Lincoln, 302 ; the 
Emancipation Proclamation, 325. 326 ; 
forbidden by thirteenth amendment, 359. 

Slaves, 104 ; insurrections of, 107 ; the first 
trader in, 107. 

Slidell, John, 351. 

Smith, James, 146 (note). 

Smith, John, sketch of, 22 (note) ; at 
Jamestown, 21 ; story of Pocahontas, 
22, 28 ; explorations by, 21, 22 ; his re- 
turn to England, 23, 24 ; Plymouth 
named by, 35 ; his letter to Hudson, 45. 

Smith, Thomas, 99. 

Smuggling, in the colonies, 154, 162. 

Snow-shoes, use of, 87. 

Soldiers, dress and methods of, in colonial 
times, 142-145 ; in 1800, 228. 

Soul-drivers, 106. 

South, the, life at, in iSth century, 210, 2ii. 

South America, discoveries in, 5, 7, 10, 11. 

South Carolina settled, 54 ; rice-culture in, 
54, 99 ; indigo, 99 ; rebellion in and rep- 
resentative government, 54, 159 ; Hugue- 
nots in, 54, 66 ; map, 68 ; secedes, 305. 

Spain, 3 ; war with, 124 ; colonies, 116, 265. 

Specie payment, resumption of, 353. 

Spice Islands, the, 8. 

" Spirits," 105. 

Spottsylvania, 338 ; map, 343. 

Squanto, 36. 

Squatter sovereignty, 299. 

Stamp Act, the, 163; Patrick Henry's 
speech on, 162 (note) ; its repeal, 164. 

Stamp-Act Congress, the, 164. 

Standish, Myles, 36, 37. 

Stark, John, 178. 

"Star-Spangled Banner, the," written, 253. 

State rights, under the Constitution, 200 ; 
doctrine of, 268 (note;, 269, 304, 305 ; 
settled by the civil war, 359. 

States, the, after the Revolution, 197, 198 ; 
confederation of, 198 ; constitutional con- 
vention, 198 ; Constitution adopted, 199 ; 



INDEX. 



413 



life in, 203-207, 209-212 ; additions to 

territory, 368 ; increase, see Population ; 

maps, 207, 263 ; wealth, 375. 
Steam, use of, 377. 
Steamboats, 272. 
Steuben, Baron, 183. 
Stocks, the, no. 
Stone River, battle of, 331. 
Stonewall Jackson, see Jackson, Thomas J. 
Stony Point, capture of, 184, 217 (note) ; 

map, 191. 
Straits of Magellan, 10. 
Stuart, Gilbert, 207, 383. 
Stuyvesant, Peter, 47, 48. 
Sumter, Thomas, 185. 
Sunday laws, in New England, 109. 
Susan Constant, the, 19. 
Susquehannah Indians, the, 82, 
Swamp fight, the, 81. 
Swedes, colony of, 47. 

Tariff question, the, 364, 365. 

Tarleton, Banastre, 187. 

Taxation without representation, 163 (and 
no , ... 

Taylor, Zachary, his successes in Mexico, 
279, 280, 284 ; elected President, 293 ; 
sketch of, 293 (note) ; his death, 293. 

Tea, tax on, 165, 166. 

Tecumseh, 242 (note), 251, 252, 253 ; his 
brother, the Prophet, 242 (note), 253. 

Telegraph, the electric, 274 ; appropriation 
for an experimental, 274 (note). 

Telephone, the, 376. 

Tenantry, system of, 104. 

Tennessee admitted, 258. 

Terrapin policy, 241. 

Texas, annexation of, 278 ; boundai-y dis- 
pute, 279, 283 ; admission of, 287 ; results 
of annexation, 292 ; diagram showing 
relative size of, 2S1 ; maps, 281, 288. 

Thames, battle of the, 252 ; map, 255. 

Thomas, George H., 312 (note), 331, 333, 

334, 346- 

Thoroughfare Gap, 320 ; map, 322. 

Ticonderoga, see Fort Ticonderoga. 

Tilden, Samuel J., 361. 

Tippecanoe, battle of, 242 ; map, 244. 

Tobacco, first use of, in England, 16 ; illus- 
trations, 16, 17 ; raised in Virginia, 28, 
98 ; used as money, 98. 



Trapanning, 105. 

Travel and transportation, in the colonies, 
94-96 ; illustrations, 94, 96 ; at the close 
of the Revolution, 204, 205 ; modes of, 

271, 375- 
Treaty, Jay's, 220. 
Treaty of Ghent, the, 255. 
Treaty of Paris, the, 189, 190. 
Trent affair, the, 351. 
Trenton, battle of, 177 ; map, 180. 
Tripoli, war with, 228, 229. 
Troops, quartering of, on the colonies, 164. 
Tuscaroras, the, 83. 
Tyler, John, administration of, 277 (note) ; 

President of Peace Convention, 305. 

" Uncle Tom's Cabin," 296. 

United States, the, capture of the Mace 

donian by the, 247. 
Utah Territory, 369. 

Valley Forge, the army at, 182 ; map, 185. 

Valley of Virginia, campaign in, 340-342. 

Van Buren, Martin, elected President, 269 ; 
his administration, 276 ; his renomina- 
tion, 276, 293. 

Van Dorn, Earl, 327. 

Vera Cruz, 280 ; siege of, 284 ; map, 287. 

Vermont, admission of, 257. 

Vicksburg, siege of, 326-328 ; map, 330. 

Virginia, its name, 14 ; original extent, 14, 
50 ; first colony within its present limits, 
19 ; Jamestown founded, 20 ; early his- 
tory, 21-32; ownership of land in, 29, 
30; the Great Charter, and the liberties 
it granted, 30-32 ; women sent to, 31 ; In- 
dian war in, 79, 81, 82 ; cultivation of 
tobacco, 28, 98 ; money of, 98 ; its form 
of government, 151 ; struggles for liberty 
in, 156, 158; Bacon's rebellion, 82, 157 
(note), 158. 

Virginia, the, 324. 

Virginia Company, the, 19, 30, 32, 156. 

Wagons and carriages of Washington's 
time, 205. 

Walker, William, 296. 

Wallabout, 46. 

Wallace, Lew, 340. 

Warfare, Indian methods of, 86, 87 ; meth- 
ods of the settlers, 86-89 ; stories of de- 
fense, 88 (note) ; escapes, 89 (note). 



4i6 



INDEX. 



War of 1812, the, causes of, 240-242 ; de- 
clared, 242 ; English successes, 243 ; at- 
tempt to invade Canada, 245 ; naval 
victories of the Americans, 246, 247 ; de- 
feat of the Chesapeake, 248 ; battle of 
Lake Erie, 24S, 251 ; operations of priva- 
teers, 249 ; the river Raisin, 250 ; Forts 
Meigs and Stephenson, 251 ; battle of 
the Thames, 252 ; invasion of Canada, 
Lundy's Lane, 252 ; British attempt at 
invasion by way of Lake Champlain, 
252 ; by way of Chesapeake Bay, 253 ; 
battle of Bladensburg, 253 ; Washington, 
253 ; Baltimore, 253 ; the Creeks, 2.53, 254 ; 
Pensacola and New Orleans, 254 ; treaty 
of peace, 255 ; effect on emigration, 259. 

Wars, colonial, 122-147. 

War-ships, ancient, illustrations, i, 2. See 
Ships of war. 

Washington, George, early life of, 171 
(note) ; his embassy to the French, 129 ; 
incidents, 129 (note) ; expedition to Fort 
Duquesne, 129 ; at Braddock's defeat, 
130, 131 ; made commander of the army, 
171 ; siege of Boston, 171 ; defeat on 
Long Island, 177; retreat and victories 
at Trenton and Princeton, 177, 178; 
Brandywine, Germantown, Valley Forge, 
and Monmouth, 181-1S3 ; Yorktown, 
18S ; portrait of, 202 ; resignation of the 
command by, 190 ; President of Constitu- 
tional Convention, 198 ; his election and 
inauguration as President, 203 ; re-elec- 
tion, 213 ; his farewell and death, 218 ; 
Irving's life of, 3S0. 

Washington, capital removed to, 222 ; 
burned, 253; Early's attempt on, 340. 

Washington, state of, admitted, 369 ; map, 
289. 

Washita, battle of, 370 ; illustration, 371. 

Wasp, the, 247. 

Wayne, Anthony, 184 ; sent against the In- 
dians, 217 ; sketch of, 217 (note), 220. 

Weathersford, chief, 253, 254. 

Webster, Daniel, 269 ; sketch, 268 (note). 



West, Benjamin, 207. 

West Indies, the, discovered, 4 ; supposi- 
tion as to, 5. 

Westoes, the, 83. 

West Virginia, formation, 311; campaign 
in, 311 (note) ; admission, 368. 

Wethersfield, Conn., 41. 

Wheat, 99. 

Whig party, the, 267 ; main differences be- 
tween, and the Democratic, 268, 298. 

Whisky insurrection, the, 217. 

White, John, 17. 

White and Jennings, expedition of, 146, 

Whitney, Eli, 376. 

Whittier, John G. , 381. 

Wilderness, battles of the, 338 ; map, 343. 

Wilkes, Charles, 351. 

William III, of England, 38, 122; Prince 
of Orange, 159. 

Williams, Roger, 42. 

Williamsburg, battle of, 318 ; map, 321. 

Wilmington, N. C, 347. 

Wilmot Proviso, the, 293. 

Wilson Bill, the, 365. 

Wilson's Creek, battle of, 311 ; map, 316. 

Winchester, battle of, 341 ; map, 344. 

Winchester, James, succeeds Hull, 250 ; his 
defeat on the Raisin, 250, 251. 

Windsor, Conn., 41. 

Wine, production of, 98. 

Winthrop, John, 41 ; sketch, 41 (note). 

Wisconsin, admission of, 287. 

Witchcraft, belief in, in, 112. 

Wolfe, James, at Quebec, 138, 139. 

Worley, Richard, loi. 

Writs of assistance, 162, 163 (note). 

Wyoming, admission of, 369. 

Yamassee Indians, the, 83. 
Yeardley, Sir George, 31. 
York, Duke of, 48, 57. 
Yorktown, battle of, 1S8, i8g ; map, 191 ; 
siege of, 318. 

Zollikoffer, Felix K., 312 (note). 



THE END. 




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